Scrape wikipedia-science: 988 new, 952 updated, 1991 total (kb-cron)

data/en.wikipedia.org/wiki/Educational_robotics-0.md

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+---
+title: "Educational robotics"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Educational_robotics"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:42.162201+00:00"
+instance: "kb-cron"
+---
+
+Educational robotics teaches the design, analysis, application and operation of robots. Robots include articulated robots, mobile robots or autonomous vehicles. Educational robotics can be taught from elementary school to graduate programs. Robotics may also be used to motivate and facilitate the instruction other, often foundational, topics such as computer programming, artificial intelligence or engineering design.
+
+
+== Education and training ==
+
+Robotics engineers design robots, maintain them, develop new applications for them, and conduct research to expand the potential of robotics. Robots have become a popular educational tool in some middle and high schools, as well as in numerous youth summer camps, raising interest in programming, artificial intelligence and robotics among students. First-year computer science courses at several universities now include programming of a robot in addition to traditional software engineering-based coursework.
+
+
+== Category of Educational robotics ==
+The categories of educational robots seen as having more than one category. It can be alienated into four categories and it is based on their physical design, coding method and educational method is the alienated made. These categories can also be used to determine the type of robot that should be used and it give the needed output for a classroom. Tangibly, coded robots uses a physical means of coding instead of the screens coding.
+
+
+=== Initiatives in schools ===
+
+Leachim, was a robot teacher programmed with the class curricular, as well as certain biographical information on the 40 students whom it was programmed to teach. Leachim could synthesize human speech using Diphone synthesis. It was invented by Michael J. Freeman in 1974 and was tested in a fourth grade classroom in the Bronx, New York.
+
+
+=== Post-secondary degree programs ===
+From approximately 1960 through 2005, robotics education at post-secondary institutions took place through elective courses, thesis experiences and design projects offered as part of degree programs in traditional academic disciplines, such as mechanical engineering, electrical engineering, industrial engineering or computer science.
+Since 2005, more universities have begun granting degrees in robotics as a discipline in its own right, often under the name "Robotic Engineering". Based on a 2015 web-based survey of robotics educators, the degree programs and their estimates annual graduates are listed alphabetically below. Note that only official degree programs where the word "robotics" appears on the transcript or diploma are listed here; whereas degree programs in traditional disciplines with course concentrations or thesis topics related to robotics are deliberately omitted.
+
+
+=== Certification ===
+The Robotics Certification Standards Alliance (RCSA) is an international robotics certification authority that confers various industry- and educational-related robotics certifications.
+
+
+=== Summer robotics camp ===
+Several summer camp programs include robotics as part of their core curriculum. In addition, youth summer robotics programs are frequently offered by celebrated museums such as the American Museum of Natural History and The Tech Museum of Innovation in Silicon Valley, CA, just to name a few. There are of benefits that come from attending robotics camps. It teaches students how to use teamwork, resilience and motivation, and decision-making. Students learn teamwork because most camps involve exciting activities requiring teamwork. Resilience and motivation is expected because by completing the challenging programs, students feel talented and accomplished after they complete the program. Also students are given unique situations making them make decisions to further their situation.
+
+
+=== Educational robotics in special education ===
+Educational robotics can be a useful tool in early and special education. According to a journal on new perspectives in science education, educational robotics can help to develop abilities that promote autonomy and assist their integration into society. Social and personal skills can also be developed through educational robotics. Using Lego Mindstorms NXT, schoolteachers were able to work with middle school aged children in order to develop programs and improve the children's social and personal skills. Additionally, problem solving skills and creativity were utilized through the creation of artwork and scenery to house the robots. Other studies show the benefits of educational robotics in special education as promoting superior cognitive functions, including executive functions. This can lead to an increased ability in "problem solving, reasoning and planning in typically developing preschool children." Through eight weeks of weekly forty-five-minute group sessions using the Bee-Bot, an increase in interest, attention, and interaction between both peers and adults was found in the school and preschool-aged children with Down Syndrome. This study suggests that educational robotics in the classroom can also lead to an improvement in visuo-spatial memory and mental planning. Furthermore, executive functions seemed to be possible in one child during this study.
+
+
+== See also ==
+Open-source robotics
+List of open-source robotics hardware projects
+List of open-source robotics software projects
+
+
+== References ==
+
+
+== External links ==
+"NASA Robotics - Robotics Alliance Project". robotics.nasa.gov. Retrieved 2015-10-07.
+"How to Choose the Best Robotics Classes for Kids". robotschool.com. Retrieved 2024-10-04.

data/en.wikipedia.org/wiki/Egg_drop_competition-0.md

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+---
+title: "Egg drop competition"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Egg_drop_competition"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:43.381125+00:00"
+instance: "kb-cron"
+---
+
+The egg drop contest is an experiment usually performed by college or primary school students. Competitors typically attempt to create a device that can keep a raw chicken egg intact when dropped from a height. Students are asked to build a device made from a limited or unlimited amount of materials to support an egg when dropped from various heights.
+
+
+== Regional competitions ==
+
+Often schools work together to make larger competitions that pit more students against each other.  One of the larger regional egg drop competitions is the Winston-Salem / Forsyth County Egg Drop Competition that takes place during Engineers Week (late February) each year.
+Egg drop is one of 18 events in the North Carolina Science Olympiad elementary competition. More than 100 teams compete in this annual competition.
+
+
+== Variations ==
+A variation of the egg drop competition is the naked egg drop, in which an exposed raw egg is dropped into a container below that must catch the egg and keep it from breaking.
+Another common variation is the egg hurl competition, where the containers are thrown by a device such as a trebuchet or air cannon.  This variation is often used by schools that lack tall places from which to drop the containers. The egg hurl variation adds additional difficulties to the design of the container, since it is initially hurled at high speed and has to cope with horizontal as well as vertical velocities upon landing.
+
+
+== See also ==
+Egg tossing
+
+
+== References ==

data/en.wikipedia.org/wiki/Female_education_in_STEM-0.md

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+---
+title: "Female education in STEM"
+chunk: 1/2
+source: "https://en.wikipedia.org/wiki/Female_education_in_STEM"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:44.660665+00:00"
+instance: "kb-cron"
+---
+
+Female education in STEM refers to child and adult female representation in the educational fields of science, technology, engineering, and mathematics (STEM). In 2017, 33% of students in STEM fields were women.
+The organization UNESCO has stated that this gender disparity is due to discrimination, biases, social norms and expectations that influence the quality of education women receive and the subjects they study. UNESCO also believes that having more women in STEM fields is desirable because it would help bring about sustainable development.
+
+== Current status of girls and women in STEM education ==
+
+=== Overall trends in STEM education ===
+
+Gender differences in STEM education remain a global issue. This is widely understood to be influenced by society and cultural factors. Including gender norms, expectation's, access to resources, and the availability of role models. Girls appear to lose interest in STEM subjects with age, particularly between early and late adolescence. This decreased interest affects participation in advanced studies at the secondary level and in higher education. 
+Globally, women represent 35% of graduates in STEM fields, and this share hasn't changed by much in recent years. However, participation can vary by subject. Women are more strongly represented in life sciences and health-related fields, but tend to be less represented in engineering, computer science, physics, and information and communication technologies. Differences are also observed by disciplines, with female enrollment lowest in manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in female representation in STEM studies can be observed, though, suggesting the presence of contextual factors affecting girls’ and women's engagement in these fields. Women are also underrepresented in the STEM workforce, particularly in senior and leadership roles. Women also leave STEM disciplines in disproportionate numbers during their higher education studies, in their transition to the world of work and even in their career cycle.
+
+=== Learning achievement in STEM education ===
+
+Data on gender differences in learning achievement present a complex picture, depending on what is measured (subject, knowledge acquisition against knowledge application), the level of education/age of students, and geographic location. Overall, women's participation has been increasing, but significant regional variations exist. For example, where data are available in Africa, Latin America and the Caribbean, the gender gap is largely in favor of boys in mathematics achievement in secondary education. In contrast, in the Arab States, girls perform better than boys in primary and secondary education. As with the data on participation, national and regional variations in data on learning achievement suggest the presence of contextual factors affecting girls’ and women's engagement in these fields. Girls’ achievement seems to be stronger in science than mathematics and where girls do better than boys, the score differential is up to three times higher than where boys do better. Girls tend to outperform boys in certain sub-topics such as biology and chemistry but do less well in physics and earth science.
+The gender gap has fallen significantly in science in secondary education among TIMSS trend countries: 14 out of 17 participating countries had no gender gap in science in 2015, compared to only one in 1995. However, the data are less well known outside of these 17 countries. The gender gap in boys' favor is slightly bigger in mathematics but improvements over time in girls’ favor are also observed in certain countries, despite the important regional variations. Gender differences are observed within mathematical sub-topics with girls outperforming boys in topics such as algebra and geometry but doing less well in "number". Girls’ performance is stronger in assessments that measure knowledge acquisition than those measuring knowledge application. Country coverage in terms of data availability is quite limited while data are collected at a different frequency and against different variables in the existing studies. There are large gaps in our knowledge of the situation in low- and middle-income countries in sub-Saharan Africa, Central Asia, and South and West Asia, particularly at the secondary level.
+
+== Factors influencing girls' and women's participation and achievement in STEM education ==
+
+According to UNESCO, there are multiple and overlapping factors which influence girls' and women's participation, achievement and progression in STEM studies and careers, all of which interact in complex ways, including: 
+
+Individual level: biological factors that may influence individuals’ abilities, skills, and behaviour such as brain structure and function, hormones, genetics, and cognitive traits like spatial and linguistic skills. It also considers psychological factors, including self-efficacy, interest and motivation.
+Family and peer level: parental beliefs and expectations, parental education and socioeconomic status, and other household factors, as well as peer influences.
+School level: factors within the learning environment, including teachers’ profile, experience, beliefs and expectations, curricula, learning materials and resources, teaching strategies and student teacher interactions, assessment practices, and the overall school environment.
+Societal level: social and cultural norms related to gender equality, and gender stereotypes in the media.
+
+=== Individual level ===
+Individual level
+The question of whether there are differences in cognitive ability between men and women has long been a topic of debate among researchers and scholars. Research has produced mixed feelings regarding differences in cognitive between men and women, with some studies finding no consistent differences in learning outcomes based on sex. 
+Loss of interest has been the major reason cited for girls opting out of STEM. However, more recent research highlights the role of socialization processes and gender stereotypes in shaping these choices. Gender stereotypes that communicate the idea that STEM studies and careers are male domains can negatively affect girls' interest, engagement, and achievement in STEM, and may discourage them from pursuing STEM careers. Girls who assimilate such stereotypes have lower levels of self-efficacy and confidence in their ability than boys. Self-efficacy affects both STEM education outcomes and aspirations for STEM careers to a considerable extent. In recent years, more women have been majoring in STEM, although we still continue to witness vast imbalances between men and women studying math, engineering, or science.

data/en.wikipedia.org/wiki/Female_education_in_STEM-1.md

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+---
+title: "Female education in STEM"
+chunk: 2/2
+source: "https://en.wikipedia.org/wiki/Female_education_in_STEM"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:44.660665+00:00"
+instance: "kb-cron"
+---
+
+=== Family and peer level ===
+Parents, including their beliefs and expectations, play an important role in shaping girls' attitudes towards, and interest in, STEM studies. Parents with traditional beliefs about gender roles and who treat girls and boys unequally can reinforce stereotypes about gender and ability in STEM. Parents can also have a strong influence on girls' STEM participation and learning achievement through the family values, environment, experiences, and encouragement that they provide. Some research finds that parents’ expectations, particularly the mother's expectations, have more influence on the higher education and career choices of girls than those of boys. Higher socio-economic status and parental educational qualifications are associated with higher scores in mathematics and science for both girls and boys. Girls' science performance appears to be more strongly associated with mothers' higher educational qualifications, and boys' with their fathers'. Family members with STEM careers can also influence girls’ STEM engagement. The broader socio-cultural context of the family can also play a role. Factors such as ethnicity, language used at home, immigrant status, and family structure may also have an influence on girls' participation and performance in STEM. Peers can also impact on girls’ motivation and feeling of belonging in STEM education. Influence of female peers is a significant predictor of girls' interest and confidence in mathematics and science.
+
+=== School level ===
+Qualified teachers with specialisation in STEM can positively influence girls' performance and engagement with STEM education and their interest in pursuing STEM careers. Female STEM teachers often have stronger benefits for girls, possibly by acting as role models and by helping to dispel stereotypes about sex-based STEM ability. Teachers' beliefs, attitudes, behaviours, and interactions with students, as well as curricula and learning materials, can all play a role as well. Opportunities for real-life experiences with STEM, including hands-on practice, apprenticeships, career counselling, and mentoring can expand girls' understanding of STEM studies and professions and maintain interest. Assessment processes and tools that are gender-biased or include gender stereotypes may negatively affect girls' performance in STEM. Girls' learning outcomes in STEM can also be compromised by psychological factors such as mathematics or test anxiety.
+The confidence of a female teacher in STEM subjects also has a strong impact on how well female students will perform in those subjects in the elementary school classroom. For example, female elementary teachers with anxiety around math will negatively affect the achievement of their female students in math. Correlations have been found between gender bias in female elementary students and their achievement in mathematics. Those who had lower achievement over time have also been found to believe that boys are inherently better at mathematics than girls.
+
+=== Societal level ===
+Cultural and social norms influence girls’ perceptions about their abilities, roles in society and career and life aspirations. The degree of gender equality in wider society influences girls' participation and performance in STEM. To inspire and create an environment that is welcoming to girls, it is important to encourage them to pursue STEM areas from an early age in their education. In countries with greater gender equality, girls tend to have more positive attitudes and confidence about mathematics, and the gender gap in achievement in the subject is smaller. Additionally, in some countries there were more women receiving computer science degrees than men. That was primarily because a computer science degree was seen as indoor work. When the job title was adjusted to sound less masculine and more geared towards relationship building, females appeared to be more likely to enter the STEM field. Gender stereotypes portrayed in the media are internalised by children and adults and affect the way they view themselves and others. Media can perpetuate or challenge gender stereotypes about STEM abilities and careers.
+
+=== Effects of gender disparities ===
+The long-term effects of gender stereotypes relating to women's ability to succeed in STEM may contribute to lower self-confidence and perceptions of ability in fields where men are the majority. These perceptions can influence participation and engagement in STEM education and careers. Working in environments where men outnumber women, and where women may face lower expectations from colleagues can negatively affect performance and workplace experiences. Such conditions may also contribute to feelings of isolation and a reduced sense of belonging. This in part is due to the heuristic representativeness – when people do not look the part, others are more critical of them. In a heavily male populated environment, men are more critical of women because they do not appear how the abstract representation in STEM fields typically appear. A study demonstrating the effects of construal level priming conditions between men and women, concluded that high construal levels facilitate the use of representativeness heuristic. In contrast, low construal conditions portrayed a decrease in the use of representativeness heuristic.
+
+== Possible solutions to reduce gender gap ==
+Inclusive STEM approaches such as Problem-Based Learning (PBL) and personalization of learning could generate solutions to lower gender disparities in STEM.
+Students' intellectual engagement and success can develop and improve as a result of the instructor's gender. Gender disparities decrease when a course is taught by a female instructor.
+Increasing awareness about gender biases in STEM careers can also reduce the gender gap.
+
+== Hybrid exhibition by UNESCO ==
+Creative Resilience: Art by Women in Science is a multi–media exhibition and accompanying publication, produced in 2021 by the Gender Section of the United Nations Educational, Scientific and Cultural Organization (UNESCO). The project aims to give visibility to women, both professionals and university students, working in science, technology, engineering and mathematics (STEM). With short biographical information and graphic reproductions of their artworks dealing with the COVID-19 pandemic and accessible online, the project provides a platform for women scientists to express their experiences, insights, and creative responses to the pandemic.
+
+== Sources ==
+ This article incorporates text from a free content work (license statement/permission). Text taken from Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM)​, 23, 37, 46, 49, 56, 58, UNESCO, UNESCO.  
+
+== References ==

data/en.wikipedia.org/wiki/Frontiers_for_Young_Minds-0.md

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+date_saved: "2026-05-05T04:19:45.898917+00:00"
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data/en.wikipedia.org/wiki/FuseNet-0.md

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+---
+title: "FuseNet"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/FuseNet"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:47.217800+00:00"
+instance: "kb-cron"
+---
+
+FuseNet is a nuclear fusion focused educational organization. Between 2008 and 2013 it was funded by a European Union grant under EURATOM: Fusion Energy Research.
+
+
+== The FP7 Project ==
+The purpose of FuseNet is to coordinate and facilitate fusion education, to share best practices, to jointly develop educational tools, to organize educational events. The members of FuseNet have jointly established academic criteria for the award of European Fusion Doctorate and Master Certificates. These criteria are set to stimulate a high level of fusion education throughout Europe.
+
+
+== The Association ==
+FuseNet is the umbrella organization and single voice for the training and education of the next generation fusion engineers and scientists. FuseNet is recognized as such by the European Commission.
+
+
+== References ==
+
+
+== External links ==
+FuseNet Website

data/en.wikipedia.org/wiki/Geoscience_education-0.md

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+---
+title: "Geoscience education"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Geoscience_education"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:48.581111+00:00"
+instance: "kb-cron"
+---
+
+Also known as Earth science education, it is the study of Earth's physical features, processes, and systems, as well as the natural and human-induced events that shape it. It involves disciplines like geology, oceanography, meteorology, climatology, environmental science. Geoscience education is a branch of science education that focuses on the teaching and learning of Earth sciences. It contributes to scientific literacy and environmental awareness, and is associated with sustainable development and the training of future geoscientists, educators and policymakers.
+The journals on this subject are the Journal of Geoscience education and the Journal of Astronomy and Earth Science Education.
+
+
+== Geoscience education resources and institutions ==
+Geoscience education occurs in formal and informal settings. In addition to classroom-based instruction, learning also takes place in informal environments. Museums, scientific institutions and research groups function as spaces for non-formal education and lifelong learning, providing opportunities for engagement with Earth sciences across different age groups. One example is the Canmore Museum and Geoscience Centre in Canada, which presents exhibits and interactive displays on the geological and cultural history of the Canadian Rockies. The museum includes information on local geology, mining heritage and the history of communities in the region.
+Another institution in the field is the Geoscience Australia Education Centre in Australia. This centre offers a range of resources for students and educators, including online tools and interactive exhibits that cover topics such as geology, mineral resources, and natural hazards. The centre also hosts educational programs for students of all ages, including hands-on workshops, guided tours, and outreach activities to schools and community groups.
+Other institutions involved in geoscience education include the American Museum of Natural History in the United States, the Geological Survey of Canada, and the British Geological Survey in the United Kingdom and organisations from the Global South such as the Geological Society of South Africa. These organisations contribute to geoscience education through the provision of educational resources, public engagement activities and scientific information..
+Geoscience Education Research Groups have been established around the world to address the challenges facing geoscience education and to improve the effectiveness of teaching methods. These groups bring together geoscientists, educators, and researchers to explore how to engage and motivate students to learn about the Earth and its complex systems. They conduct research to identify best practices in geoscience education, develop innovative teaching methods and materials, and evaluate the effectiveness of different approaches. These groups are supported by national and international geoscience organizations and have made significant contributions to advancing the field of geoscience education. The University of South Carolina's research groups at the Geoscience Department, for example, investigates new geoscience teaching methods and curricula, while the University of Canterbury's Geoscience Education research group focuses on geoscience education in the context of sustainability and climate change.
+Several organisations contribute to geoscience education, including the Commission on Geoscience Education of IUGS (COGE) of the International Union of Geological Sciences (IUGS), which administers the Chris King Medal for Excellence in Geoscience Education. Additional organisations include the International Geoscience Education Organisation (IGEO) and the American Geophysical Union (AGU), which supports geoscience education research through its Geoscience Education Research Working Group.
+
+
+== Importance of geoscience education and future directions ==
+Geoscience education is a crucial component of understanding our planet and its complex systems. Educating young people about the diverse career opportunities and providing them with resources on geoscience is essential to sustain the industry and support the transition within the workforce. In this regard, some organizations such as the Australian Geosciences Council regularly publish reports on the state of Geoscience Education worldwide. Additionally, the Wuhan Consensus is an initiative that emphasizes the importance of promoting the habitability of the Earth through education, in response to increasing threats to the planet caused by climate change, environmental pollution, and ecological damage. The Consensus advocates for a renewed perception and definition of humanity's role in the world, calling for concerted actions from global universities, research institutions, primary and secondary schools, and all sectors of society to implement the new geoscience education and promote harmonious co-existence between man and nature. As such, the future of Geoscience education  must focus on preparing the next generation of geoscientists, policymakers, educators, and citizens to address the pressing environmental challenges facing the world today.
+
+
+== Challenges faced by Geoscience educators worldwide ==
+One of the biggest challenges is raising awareness of the importance of geoscience education. While the majority of countries have compulsory geoscience education in their curricula, more efforts are needed to increase the availability of optional geoscience courses, particularly for students aged 16-18.
+Another challenge is the lack of support from national and international geoscience organizations, which could improve geoscience education. Increased funding and infrastructure are also necessary to provide students with necessary resources and tools to succeed in geoscience education. Continued efforts are necessary to promote geoscience education and increase its accessibility, resources, and funding to prepare the next generation of geoscientists to address the environmental challenges facing the world today.
+
+
+== References ==
+
+
+== External links ==
+University of Canterbury's Geoscience Education research group

data/en.wikipedia.org/wiki/Global_Challenge_Award-0.md

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+---
+title: "Global Challenge Award"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Global_Challenge_Award"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:49.942855+00:00"
+instance: "kb-cron"
+---
+
+The Global Challenge Award is an online science and engineering design program for pre-college school students (e.g. middle school through high school) from all over the world. It is an initiative that started with a partnership with the University of Vermont in collaboration with the National Science Foundation, currently funded by the MacArthur Foundation Digital Media and Learning program as well as other foundations and corporations, wherein students have the opportunity to form teams with international counterparts and work towards a solution to mitigate global warming and help envision the future of renewable energy. The program is an online educational environment that uses game based learning, simulation and Web-based science resources in a global competition. It relies on the personal initiative and creativity of students working in diverse teams. The access to the project via the Web makes it possible for students, parents, homeschooling families, teachers and interested global community members to get involved to help young people with their creative ideas for innovation in new forms of energy, conservation and increased productivity.
+
+
+== History ==
+Founded in 2005 by Craig Deluca and David Rocchio of the Arno Group and Biddle Duke, the publisher of the Stowe Reporter newspaper company in Stowe, Vt., working in close partnership with Domenico Grasso of The University of Vermont (see) College of Engineering and Mathematical Sciences, the program gives international student teams the opportunity to experience the excitement of scientific understanding and engineering design while working on significant human and societal issues – bringing science to life in innovative new applications. The program mission is to "give students the tools and confidence to solve global problems together."
+The overarching model for the learning experiences offered worldwide to any student was influenced by  The George Lucas Foundation's Big ideas For Better Schools, the Partnership for 21st Century Schools and game based learning.  The Global Challenge was funded in part by a National Science Foundation award from the Innovative Technology Experiences for Students (ITEST) program, validating the project's design for engaging youth in science, technology, engineering and mathematics learning.
+Since its founding in 2005, The Global Challenge has reached over 100,000 people worldwide and engaged over 4,000 students from 60 countries in forming teams to solve the challenge. About $200,000 in scholarships, travel, summer study have been provided to over 200 students from 10 countries.
+
+
+== International connections ==
+The Global Challenge Award is responsible for identification of high school students who represent the United States in the International Earth Science Olympiad or IESO. Students and teachers travel to South Korea in 2007 and the Philippines in 2008. Plans are now underway to form a US-IESO selection process with the support of the American Geological Institute.
+In addition, the design of the program builds international student teams. Students from over 79 countries participate each year. Top countries by participation with over 100 students each year have been the United States, India, China, and South Korea.
+
+
+== Program elements ==
+There are several project areas in the Challenge. Some are designed specifically for teams, others students can work on alone. Students can mix and match projects based on their interest level and time. They can form a team to compete in one competition and, at the same time, work on individual points.
+
+Global Business Plan Students build an international team, envision a global solution, create a detailed business plan, and submit it for judging.
+Technical Innovation Plan Students build an international team, envision any kind of technical solution, explain it to a panel of judges.
+Explorations Students work on their own on science, technology, engineering and mathematics units of study called "challenges."
+Green Earth Corps Students work on their own or with any team, build a home and business auditing service, earn while they learn and serve.
+GCA-350 Students create an awareness event about the need to reach "350 parts per million" of CO2 in the atmosphere.
+Each Challenge earns certain points, and in the end, teams with the highest scores win and earn scholarships, travel awards to the Governor's Institute on Engineering in Vermont, cash prizes, and tuition scholarships.
+
+
+== News coverage ==
+The program was the lead story "Save the World" in Learning & Leading with Technology November 2007. In the Burlington Free Press in July 2008, and has led to a number of youth-authored articles on Cogito.org, for example: Using Nanotechnology for Cost Effective Converters as well as Educating Myself, International Style.
+
+
+== See also ==
+List of earth sciences awards
+
+
+== Notes ==
+
+
+== External links ==
+Official website
+YouTube Introduction Archived 2016-04-11 at the Wayback Machine

data/en.wikipedia.org/wiki/Global_Hands-On_Universe-0.md

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+---
+title: "Global Hands-On Universe"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Global_Hands-On_Universe"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:51.188405+00:00"
+instance: "kb-cron"
+---
+
+Global Hands-On Universe (GHOU) is an educational program that enables students to investigate the Universe while applying tools and concepts from science, math, and technology. Using the Internet, GHOU participants request observations from an automated telescope, download images from an image archive, and analyze them with the help of image processing software.
+
+
+== History ==
+The Galileo Teacher Training Program (GTTP) was started by the International Astronomical Union (IAU) in 2009. One important part of GTTP is the Global Hands-On Universe (GHOU).
+Different regions of the world participate in this program. In Asia, China and Japan are involved under the banner of AS-HOU. In Africa, Kenya leads the AF-HOU part of the program, and they have even begun a new project at a high school in Nairobi. This project is focused on astronomy and astrophysics and it aims to teach students how scientific research works.
+In Europe, Dr. Ferlet and Dr. A.-L. Melchior  lead the Hands-On Universe project. Their work is known as EU-HOU and has received funding from the European Community (EC) between 2004 and 2006 and again from 2008 to 2012. EU-HOU has grown to include 15 European countries, each with their own websites. The educational hub for EU-HOU is based in Paris at the Pierre and Marie Curie University.
+EU-HOU has made a lot of free learning resources available on their website, such as the SalsaJ software that allows high school students to work with and analyze astronomical data. Also, there's a network of small radio telescopes that students can use to observe the Milky Way's hydrogen. These telescopes are spread across five European countries (France, Poland, Portugal, Romania, Spain) and can be operated through a web interface available in 17 languages. The project provides teaching resources that have been tested and used in teacher training, high school, and undergraduate levels.
+In North America, the US-HOU project is underway, led by the United States with financial support from the National Science Foundation, Department of Defense, and the Department of Energy. In the US, HOU has developed a unique educational program where high school students can ask for their own observations from professional observatories. They can download these observations onto their school computers to study and analyze them. The curriculum created by HOU covers various science and math topics and encourages students to carry out their own astronomical research. HOU has also developed activities for middle school students and resources for places like science museums. The educational center for the US HOU project is the Lawrence Hall of Science at The University of California, Berkeley.
+
+
+== Teacher training sessions ==
+In the context of the European Commission Lifelong Learning Programme 2007–2013, EU-HOU proposes regular European training sessions in France, at Pierre-and-Marie-Curie University in Paris, since 2010. These sessions are published on the Comenius training database (reference numbers: FR-2010-314-003, FR-2011-359-006, FR-2013-408-003).
+The main goal of these training sessions is to generate interest in science in the young generation with inquiry-based methods. Active methods based e.g. on kinesthesia (Proprioception) have been recently introduced to introduce modeling concepts. The training is intended to enhance the basic competencies of teachers and develop higher-level skills and expertise, primarily in Information and communication technologies in education (ICT), maths and physics areas.
+These sessions are financed through European Commission Comenius national Agencies (Comenius programme). Information related to scheduled training sessions is posted on the EU-HOU website and its news.
+A dedicated forum in English has been opened to favour feedback from trained teachers and interaction with a wider educator and researcher community.
+
+
+== See also ==
+Global Science Opera
+List of astronomical societies
+
+
+== References ==
+
+
+== External links ==
+Official site of Global Hands-On Universe GHOU
+Official site of European Hands-On Universe EU-HOU Archived 2011-03-03 at the Wayback Machine
+Official site of US Hands-On Universe US HOU
+Official site of Asian Hands-On Universe AS-HOU
+Official site of Spanish Hands-On Universe HOU-Spain
+Official site for Teachers training sessions registering

data/en.wikipedia.org/wiki/Harlem_Children_Society-0.md

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+---
+title: "Harlem Children Society"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Harlem_Children_Society"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:52.442741+00:00"
+instance: "kb-cron"
+---
+
+Harlem Children Society (HCS) is a non-profit organization that arranges for students from under-resourced and under-served communities to be placed as interns at academic research labs during a summer research program.  In addition to the lab experience, students receive a stipend.
+Participating institutions include Memorial Sloan-Kettering Cancer Center, Weill Cornell Graduate School of Medical Sciences, New York University, and Columbia University.
+Students undertake their own research, which is presented during a street science fair in their own community, under the guidance of scientists. The students are able to pursue their scientific investigations during the following school semester in an after-school program.  Additionally, these students attend weekly lectures on a variety of topics ranging from incorporating science into communities to financing a college education, while also having the option to visit college campuses and to receive help preparing for the SATs.
+
+
+== History and origins ==
+Dr. Sat (Satyajit) Bhattacharya founded HCS on June 5, 2000.  By 2010, the program had expanded to 12 countries, serving more than 750 students. Of their mentees in the United States, as of 2010, 40% are African-American, 26% are of Hispanic descent, and 16% are Native Americans.
+HCS aims to increase awareness in the sciences, medicine, engineering and mathematics.  It provides an opportunity for under-privileged high school aged students throughout to world succeed academically as well as in all other aspects of their lives.
+
+
+== Scope ==
+HCS as of the 2013 serves about 60 students from over 15 schools doing hands-on science research with over 20 mentors in more than 10 reputed institutions.
+The Program has three components: Students and research projects; seminars and training; and local, regional and national professional conferences and community science street fairs.  Family involvement and post-program follow-up provide students with support to plan their futures and mediate the transitions—academic, emotional, and social—to college and post-academic pursuits.
+Depending on their interests and availability of recruited mentors, students are matched with a mentor willing to commit to the summer program.  These students enter the program at the beginning of the summer with an orientation, and spend about eight 25-hour weeks starting their research and some receive training in lab techniques and safety.  During the academic year, a fraction of the participating students put in 12–24 hours each month at their internship sites and attend weekly seminars when made available.
+A fraction of the students stay committed to the program for at least two years, and are requested to work as part of HCS staff by Bhattacharya as volunteer interns with an unfixed stipend every year.
+
+
+== Highlights ==
+The Harlem Children Society has had a number of accomplishments:
+
+Almost 80% of the program's participants in 2006 were first or second generation immigrants to the United States
+As of 2009, 100% of the US students enrolled in HCS internships attended college.  Of those, over 20% went to Ivy League schools.
+
+
+== References ==
+
+
+== External links ==
+Official Website Archived 2007-06-26 at the Wayback Machine

data/en.wikipedia.org/wiki/Huff_and_puff_apparatus-0.md

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+---
+title: "Huff and puff apparatus"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Huff_and_puff_apparatus"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:53.619172+00:00"
+instance: "kb-cron"
+---
+
+The huff and puff apparatus is used in school biology and chemistry labs to demonstrate that carbon dioxide is a product of respiration.
+A sample procedure is as follows:
+A pupil breathes in and out of the middle tube. The glass tubing is arranged in such a way that one flask bubbles as the pupils breathes in, the other as the pupil breathes out. A suitable carbon dioxide indicator, such as limewater, cabbage juice, or bicarbonate indicator shows the increased presence of carbon dioxide in the outgoing breath. This turns the limewater into milky white substance.
+
+
+== See also ==
+Respiration (physiology)
+
+
+== References ==