hello so what if you could light up soccer fields without tapping into
soccer fields without tapping into
soccer fields without tapping into electrical grid what if you could charge
electrical grid what if you could charge
electrical grid what if you could charge cell phone when there’s no power plugs
cell phone when there’s no power plugs
cell phone when there’s no power plugs what if you could pay for a cup of
what if you could pay for a cup of
what if you could pay for a cup of coffee we’re just jumping up and down
coffee we’re just jumping up and down
coffee we’re just jumping up and down not just in your fantasy these are
not just in your fantasy these are
not just in your fantasy these are actually things I’ve been realistically
actually things I’ve been realistically
actually things I’ve been realistically realized using the same scientific
realized using the same scientific
realized using the same scientific foundation called piezo electricity
foundation called piezo electricity
foundation called piezo electricity piezo electricity is a technique or it
piezo electricity is a technique or it
piezo electricity is a technique or it uses a material that converts footsteps
uses a material that converts footsteps
uses a material that converts footsteps into electricity ok so but what is this
into electricity ok so but what is this
into electricity ok so but what is this peers electricity how does it work what
peers electricity how does it work what
peers electricity how does it work what if something has to do with electricity
if something has to do with electricity
if something has to do with electricity digging into these questions allowed me
digging into these questions allowed me
digging into these questions allowed me to get exposed to this really exciting
to get exposed to this really exciting
to get exposed to this really exciting learning experience of how human
learning experience of how human
learning experience of how human ingenuity was applied to use scientific
ingenuity was applied to use scientific
ingenuity was applied to use scientific foundation to address dire or maybe not
foundation to address dire or maybe not
foundation to address dire or maybe not so dire societal needs so I have a small
so dire societal needs so I have a small
so dire societal needs so I have a small wish I’d like to share this fun and
wish I’d like to share this fun and
wish I’d like to share this fun and exciting side of science with very broad
exciting side of science with very broad
exciting side of science with very broad audiences to general people who’s really
audiences to general people who’s really
audiences to general people who’s really not into science young or old
not into science young or old
not into science young or old even if it’s just for their sake of fun
even if it’s just for their sake of fun
even if it’s just for their sake of fun or curiosity however when I try to talk
or curiosity however when I try to talk
or curiosity however when I try to talk about science to people I can tell them
about science to people I can tell them
about science to people I can tell them very far from this goal because my
very far from this goal because my
very far from this goal because my polite audiences are generally
polite audiences are generally
polite audiences are generally suppressing their yawns all teary-eyed
suppressing their yawns all teary-eyed
suppressing their yawns all teary-eyed so what can I do the idea that I like to
so what can I do the idea that I like to
so what can I do the idea that I like to share with you today
share with you today
share with you today stand in communication with a canvas
stand in communication with a canvas
stand in communication with a canvas seeks to use or borrow the power of art
seeks to use or borrow the power of art
seeks to use or borrow the power of art to communicate science art is a great
to communicate science art is a great
to communicate science art is a great way to convey complex scientific complex
way to convey complex scientific complex
way to convey complex scientific complex concepts using visual intuition
concepts using visual intuition
concepts using visual intuition interactive appeal and furthermore it
interactive appeal and furthermore it
interactive appeal and furthermore it doesn’t need the use of art jargon that
doesn’t need the use of art jargon that
doesn’t need the use of art jargon that very oftenly
very oftenly
very oftenly disconnects your audience from the
disconnects your audience from the
disconnects your audience from the context for example let’s say I wanted
context for example let’s say I wanted
context for example let’s say I wanted to talk about a new approach to tuning
to talk about a new approach to tuning
to talk about a new approach to tuning carbon ultra markup or size a sub on
carbon ultra markup or size a sub on
carbon ultra markup or size a sub on sternal level
sternal level
sternal level maximizing specific capacitance and co2
maximizing specific capacitance and co2
maximizing specific capacitance and co2 uptake would you have any idea what I’m
uptake would you have any idea what I’m
uptake would you have any idea what I’m trying to talk about on the other hand
trying to talk about on the other hand
trying to talk about on the other hand please take a look at this picture this
please take a look at this picture this
please take a look at this picture this is a cover of a scientific journal
is a cover of a scientific journal
is a cover of a scientific journal called advanced functional material that
called advanced functional material that
called advanced functional material that was published last year the title of the
was published last year the title of the
was published last year the title of the article that was published or featured
article that was published or featured
article that was published or featured in this cover is just what I told you a
in this cover is just what I told you a
in this cover is just what I told you a new approach to tuning carbon
new approach to tuning carbon
new approach to tuning carbon ultra-micro pore size at sub Ostrom
ultra-micro pore size at sub Ostrom
ultra-micro pore size at sub Ostrom level for maximizing specific pathogens
level for maximizing specific pathogens
level for maximizing specific pathogens and co2 uptake I like you to imagine
and co2 uptake I like you to imagine
and co2 uptake I like you to imagine that these acorns represents co2 carbon
that these acorns represents co2 carbon
that these acorns represents co2 carbon dioxide that are floating in the air
dioxide that are floating in the air
dioxide that are floating in the air around you you might have heard that
around you you might have heard that
around you you might have heard that high concentration of co2 or carbon
high concentration of co2 or carbon
high concentration of co2 or carbon dioxide has been related to global
dioxide has been related to global
dioxide has been related to global climate issues such as our greenhouse
climate issues such as our greenhouse
climate issues such as our greenhouse effects or acid rain the authors of this
effects or acid rain the authors of this
effects or acid rain the authors of this article has found a way to take tiny
article has found a way to take tiny
article has found a way to take tiny tiny barrels or holes into these
tiny barrels or holes into these
tiny barrels or holes into these materials using ions represented here as
materials using ions represented here as
materials using ions represented here as green and yellow blue sphere the trick
green and yellow blue sphere the trick
green and yellow blue sphere the trick here is that these spheres the size of
here is that these spheres the size of
here is that these spheres the size of these years are very very close to the
these years are very very close to the
these years are very very close to the size of these acorns which represents
size of these acorns which represents
size of these acorns which represents co2 well this allows you to do the
co2 well this allows you to do the
co2 well this allows you to do the precise matching of the size enables the
precise matching of the size enables the
precise matching of the size enables the co2 to fit very snugly into these holes
co2 to fit very snugly into these holes
co2 to fit very snugly into these holes and get basically stored in the material
and get basically stored in the material
and get basically stored in the material just like how acorns get snugly buried
just like how acorns get snugly buried
just like how acorns get snugly buried into the ground by the squirrels my
into the ground by the squirrels my
into the ground by the squirrels my point is doesn’t this picture do a much
point is doesn’t this picture do a much
point is doesn’t this picture do a much better job of conveying the essence of
better job of conveying the essence of
better job of conveying the essence of this work rather than this wordy
this work rather than this wordy
this work rather than this wordy technical description so switching gears
technical description so switching gears
technical description so switching gears a little bit so science technology
a little bit so science technology
a little bit so science technology engineering and mathematics commonly
engineering and mathematics commonly
engineering and mathematics commonly abbreviated as stem is also combined
abbreviated as stem is also combined
abbreviated as stem is also combined with art abbreviated as steam generally
with art abbreviated as steam generally
with art abbreviated as steam generally when people talk about steam that is an
when people talk about steam that is an
when people talk about steam that is an approach of trying
approach of trying
approach of trying to introduce stem students to art
to introduce stem students to art
to introduce stem students to art classes to enhance their innovative
classes to enhance their innovative
classes to enhance their innovative thinking skills and creativity the steam
thinking skills and creativity the steam
thinking skills and creativity the steam that I like to present or propose here
that I like to present or propose here
that I like to present or propose here today is actually trying to tap into the
today is actually trying to tap into the
today is actually trying to tap into the power of art to help us become a better
power of art to help us become a better
power of art to help us become a better missionary of conveying the fun and
missionary of conveying the fun and
missionary of conveying the fun and excitement side side of science I have
excitement side side of science I have
excitement side side of science I have been very fortunate to meet talented
been very fortunate to meet talented
been very fortunate to meet talented wonderful teachers at Rochester high
wonderful teachers at Rochester high
wonderful teachers at Rochester high school teachers listed here who has
school teachers listed here who has
school teachers listed here who has agreed to try and join me in trying out
agreed to try and join me in trying out
agreed to try and join me in trying out this experiment so our approach Falls as
this experiment so our approach Falls as
this experiment so our approach Falls as follows the first step I stand in front
follows the first step I stand in front
follows the first step I stand in front of the high school students and I give a
of the high school students and I give a
of the high school students and I give a presentation to show the power of
presentation to show the power of
presentation to show the power of artistic communication it goes very
artistic communication it goes very
artistic communication it goes very similar to what I just talked about I
similar to what I just talked about I
similar to what I just talked about I give them the cover of a journal
give them the cover of a journal
give them the cover of a journal scientific journal and talk about how
scientific journal and talk about how
scientific journal and talk about how this allows me to talk about complex
this allows me to talk about complex
this allows me to talk about complex scientific context without really going
scientific context without really going
scientific context without really going into jargons my presentation is then
into jargons my presentation is then
into jargons my presentation is then followed by a presentation by an art
followed by a presentation by an art
followed by a presentation by an art teacher at the high school I just copied
teacher at the high school I just copied
teacher at the high school I just copied three bullet points from an art teacher
three bullet points from an art teacher
three bullet points from an art teacher Brighton High School based on her
Brighton High School based on her
Brighton High School based on her presentation that she gave she first
presentation that she gave she first
presentation that she gave she first talked about inspired design basically
talked about inspired design basically
talked about inspired design basically trying to communicate or teach the
trying to communicate or teach the
trying to communicate or teach the students on how to use sorry how to use
students on how to use sorry how to use
students on how to use sorry how to use shapes and patterns to give them a
shapes and patterns to give them a
shapes and patterns to give them a visual appeal the next bullet point she
visual appeal the next bullet point she
visual appeal the next bullet point she talks about making a statement so here
talks about making a statement so here
talks about making a statement so here she describes how you can use your
she describes how you can use your
she describes how you can use your artistic projects to get your viewer to
artistic projects to get your viewer to
artistic projects to get your viewer to think or feel very deeply and the final
think or feel very deeply and the final
think or feel very deeply and the final bullet point make it personal she
bullet point make it personal she
bullet point make it personal she challenged the students to use the
challenged the students to use the
challenged the students to use the project and connect to it with their own
project and connect to it with their own
project and connect to it with their own experiences and beliefs so now the
experiences and beliefs so now the
experiences and beliefs so now the students have some idea what art can be
students have some idea what art can be
students have some idea what art can be used to convey science they also knows
used to convey science they also knows
used to convey science they also knows some ways that artists use to bring
some ways that artists use to bring
some ways that artists use to bring their concepts or ideas into artistic
their concepts or ideas into artistic
their concepts or ideas into artistic presentation then I go back to the stage
presentation then I go back to the stage
presentation then I go back to the stage and discuss some basic fundamental
and discuss some basic fundamental
and discuss some basic fundamental principles of scientific applications or
principles of scientific applications or
principles of scientific applications or scientific mechanism let’s take the
scientific mechanism let’s take the
scientific mechanism let’s take the piezo electric
piezo electric
piezo electric material example which I actually talked
material example which I actually talked
material example which I actually talked about to the students last year at
about to the students last year at
about to the students last year at Brighton high school the piezoelectric
Brighton high school the piezoelectric
Brighton high school the piezoelectric material in its natural normal form has
material in its natural normal form has
material in its natural normal form has some atoms that are positively charged
some atoms that are positively charged
some atoms that are positively charged and negatively charged when you don’t
and negatively charged when you don’t
and negatively charged when you don’t stomp on it basically these charges
stomp on it basically these charges
stomp on it basically these charges these atom charges are uniformly
these atom charges are uniformly
these atom charges are uniformly distributed within the material when you
distributed within the material when you
distributed within the material when you chart when you stump
chart when you stump
chart when you stump these modules get squeezed and it’s
these modules get squeezed and it’s
these modules get squeezed and it’s squeezing distorts the atoms alignment
squeezing distorts the atoms alignment
squeezing distorts the atoms alignment in the material and what you have is
in the material and what you have is
in the material and what you have is some slide becomes a little more
some slide becomes a little more
some slide becomes a little more negatively charged here on the left some
negatively charged here on the left some
negatively charged here on the left some side becomes a little more positively
side becomes a little more positively
side becomes a little more positively charged in a bulk material you have a
charged in a bulk material you have a
charged in a bulk material you have a lot of these distribution occurring and
lot of these distribution occurring and
lot of these distribution occurring and effective something becomes pretty
effective something becomes pretty
effective something becomes pretty significant so if you actually connect
significant so if you actually connect
significant so if you actually connect this to a wire you can have the
this to a wire you can have the
this to a wire you can have the electricity moving and actually harvest
electricity moving and actually harvest
electricity moving and actually harvest the electrical energy so in a nutshell
the electrical energy so in a nutshell
the electrical energy so in a nutshell this is how PS electricity works that
this is how PS electricity works that
this is how PS electricity works that give a presentation like this to the
give a presentation like this to the
give a presentation like this to the high school students and the last step
high school students and the last step
high school students and the last step or the step four is the key we actually
or the step four is the key we actually
or the step four is the key we actually challenge the students to make artistic
challenge the students to make artistic
challenge the students to make artistic projects based on anything anything as
projects based on anything anything as
projects based on anything anything as long as it’s even remotely related to
long as it’s even remotely related to
long as it’s even remotely related to the piezo electricity so here we first
the piezo electricity so here we first
the piezo electricity so here we first group the students what happened here we
group the students what happened here we
group the students what happened here we have some art students and students from
have some art students and students from
have some art students and students from general physics group together and we
general physics group together and we
general physics group together and we also go through some brainstorming
also go through some brainstorming
also go through some brainstorming exercises as shown in the photo on the
exercises as shown in the photo on the
exercises as shown in the photo on the Left through this exercises we see what
Left through this exercises we see what
Left through this exercises we see what kind of things that the students took
kind of things that the students took
kind of things that the students took from the message the student on their
from the message the student on their
from the message the student on their side they get to learn about it they
side they get to learn about it they
side they get to learn about it they they study about the material and they
they study about the material and they
they study about the material and they put this all together some students took
put this all together some students took
put this all together some students took the sustainable energy aspect of the
the sustainable energy aspect of the
the sustainable energy aspect of the topic some students took the mechanism
topic some students took the mechanism
topic some students took the mechanism of the piezo electricity some students
of the piezo electricity some students
of the piezo electricity some students took it all the way into this generic
took it all the way into this generic
took it all the way into this generic aspect of energy conversion say from
aspect of energy conversion say from
aspect of energy conversion say from footsteps to electricity and finally we
footsteps to electricity and finally we
footsteps to electricity and finally we wrap this whole thing whole we wrap this
wrap this whole thing whole we wrap this
wrap this whole thing whole we wrap this up by exhibiting their art project in an
up by exhibiting their art project in an
up by exhibiting their art project in an art exhibition event at Brighton
art exhibition event at Brighton
art exhibition event at Brighton I like to share some of their creative
I like to share some of their creative
I like to share some of their creative projects with them this one title energy
projects with them this one title energy
projects with them this one title energy flow by Malick and Emerson shows the
flow by Malick and Emerson shows the
flow by Malick and Emerson shows the boot that represents the piezo electric
boot that represents the piezo electric
boot that represents the piezo electric motion the small script here are some
motion the small script here are some
motion the small script here are some copies that I took from their art
copies that I took from their art
copies that I took from their art artists statement basically they’re
artists statement basically they’re
artists statement basically they’re trying to show how the piezo electricity
trying to show how the piezo electricity
trying to show how the piezo electricity works but they’re also trying to
works but they’re also trying to
works but they’re also trying to communicate the need for sustainable
communicate the need for sustainable
communicate the need for sustainable energy to light up the world
energy to light up the world
energy to light up the world this next whimsical creativity but
this next whimsical creativity but
this next whimsical creativity but called like a battery by Jason and
called like a battery by Jason and
called like a battery by Jason and Donnell they are trying to show the
Donnell they are trying to show the
Donnell they are trying to show the mechanism of Pierre’s electricity by
mechanism of Pierre’s electricity by
mechanism of Pierre’s electricity by showing how you can create the non
showing how you can create the non
showing how you can create the non uniformity in piezo electric material by
uniformity in piezo electric material by
uniformity in piezo electric material by using a stretching and bending person as
using a stretching and bending person as
using a stretching and bending person as an analogy this is actually a very
an analogy this is actually a very
an analogy this is actually a very common piezo electric mechanism when
common piezo electric mechanism when
common piezo electric mechanism when materials are long and they’re shaped
materials are long and they’re shaped
materials are long and they’re shaped like a wire in this case instead of
like a wire in this case instead of
like a wire in this case instead of squeezing just by bending generates the
squeezing just by bending generates the
squeezing just by bending generates the distribution of charges to create the
distribution of charges to create the
distribution of charges to create the piezo electric effect we also had a lot
piezo electric effect we also had a lot
piezo electric effect we also had a lot of poster based art products this one
of poster based art products this one
of poster based art products this one called electricity by Jared and Jake
called electricity by Jared and Jake
called electricity by Jared and Jake shows how a person here he is standing
shows how a person here he is standing
shows how a person here he is standing on a piezo electric tile in the center
on a piezo electric tile in the center
on a piezo electric tile in the center and by standing on it he’s creating
and by standing on it he’s creating
and by standing on it he’s creating light showed by the light of electrical
light showed by the light of electrical
light showed by the light of electrical bulb but you also see there are many
bulb but you also see there are many
bulb but you also see there are many people standing up behind in lines
people standing up behind in lines
people standing up behind in lines they’re basically waiting for their turn
they’re basically waiting for their turn
they’re basically waiting for their turn their message is that people needs to
their message is that people needs to
their message is that people needs to work together to power our world
work together to power our world
work together to power our world sustainably the final example that I
sustainably the final example that I
sustainably the final example that I like to share with you is an example of
like to share with you is an example of
like to share with you is an example of how some of the students took it in a
how some of the students took it in a
how some of the students took it in a unique way this project called paper
unique way this project called paper
unique way this project called paper mache volleyball by Ben and Maria shows
mache volleyball by Ben and Maria shows
mache volleyball by Ben and Maria shows how different forms of energy can
how different forms of energy can
how different forms of energy can actually interrelate they took pictures
actually interrelate they took pictures
actually interrelate they took pictures of different forms of energy such as
of different forms of energy such as
of different forms of energy such as photosynthesis food firecrackers and
photosynthesis food firecrackers and
photosynthesis food firecrackers and muscles and they mashed it up into a
muscles and they mashed it up into a
muscles and they mashed it up into a shape of a volleyball to show how they
shape of a volleyball to show how they
shape of a volleyball to show how they interconnect this also gave
interconnect this also gave
interconnect this also gave I’m a personal connection to one of the
I’m a personal connection to one of the
I’m a personal connection to one of the artists been who is a dedicated
artists been who is a dedicated
artists been who is a dedicated volleyball player so they took the
volleyball player so they took the
volleyball player so they took the message from the art teacher to make a
message from the art teacher to make a
message from the art teacher to make a statement but they also wanted to make
statement but they also wanted to make
statement but they also wanted to make it personal so in summary we had great
it personal so in summary we had great
it personal so in summary we had great feedback from all these projects and
feedback from all these projects and
feedback from all these projects and this is the comments of some of the
this is the comments of some of the
this is the comments of some of the feedback that we had saying very fun and
feedback that we had saying very fun and
feedback that we had saying very fun and different creative way of learning
different creative way of learning
different creative way of learning science this can benefit us in helping
science this can benefit us in helping
science this can benefit us in helping to understand difficult concepts
to understand difficult concepts
to understand difficult concepts everyone involved had a good time which
everyone involved had a good time which
everyone involved had a good time which is the whole point I think all these
is the whole point I think all these
is the whole point I think all these comments suggest that we were able to
comments suggest that we were able to
comments suggest that we were able to offer an effective but a little
offer an effective but a little
offer an effective but a little different way to convey scientific
different way to convey scientific
different way to convey scientific concepts to general audience including
concepts to general audience including
concepts to general audience including the younger generations we also had a
the younger generations we also had a
the younger generations we also had a very positive side effect that I wasn’t
very positive side effect that I wasn’t
very positive side effect that I wasn’t really expecting as shown in this last
really expecting as shown in this last
really expecting as shown in this last comment here we the teachers of
comment here we the teachers of
comment here we the teachers of different disciplines like art and
different disciplines like art and
different disciplines like art and physics normally don’t work together and
physics normally don’t work together and
physics normally don’t work together and this project has been a great
this project has been a great
this project has been a great opportunity to break that wall it was a
opportunity to break that wall it was a
opportunity to break that wall it was a nice effect that we had that I didn’t
nice effect that we had that I didn’t
nice effect that we had that I didn’t expect basically allowing us to learn be
expect basically allowing us to learn be
expect basically allowing us to learn be exposed to different expertise and
exposed to different expertise and
exposed to different expertise and disciplines so where do we go from here
disciplines so where do we go from here
disciplines so where do we go from here what I would like to hope this would
what I would like to hope this would
what I would like to hope this would evolve into or what I wonder is whether
evolve into or what I wonder is whether
evolve into or what I wonder is whether this approach can be actually used to
this approach can be actually used to
this approach can be actually used to communicate research done by people who
communicate research done by people who
communicate research done by people who are deaf or hard-of-hearing we can
are deaf or hard-of-hearing we can
are deaf or hard-of-hearing we can actually take their topic or they can
actually take their topic or they can
actually take their topic or they can take their topic and communicate with
take their topic and communicate with
take their topic and communicate with the high school students the high school
the high school students the high school
the high school students the high school students can take their research topics
students can take their research topics
students can take their research topics and create a project like this that way
and create a project like this that way
and create a project like this that way this approach not only connects the STEM
this approach not only connects the STEM
this approach not only connects the STEM disciplines to the general public but it
disciplines to the general public but it
disciplines to the general public but it might also be able to bridge the heart
might also be able to bridge the heart
might also be able to bridge the heart of hearing or the deaf community with
of hearing or the deaf community with
of hearing or the deaf community with the community who are hearing and if
the community who are hearing and if
the community who are hearing and if that becomes a reality maybe that’s
that becomes a reality maybe that’s
that becomes a reality maybe that’s another idea with sharing thank you very
another idea with sharing thank you very
another idea with sharing thank you very much
”
Be First to Comment