29.6.11
polar bear
太空垃圾
小行星
27.6.11
北極
26.6.11
moths
They inspire schoolkids, composers and aircraft designers, they're giving birdwatching a run for its money… they even have their own MP. Let's hear it for the 99.9% of moths that don't munch pullovers
The tiger, one of Britain's most colourful moths.
23.6.11
南極企鵝迷路
17.6.11
太陽冬眠
月全食
13.6.11
north pole
climate change curriculum
Climate change should not be included in the national curriculum, the government adviser in charge of overhauling the school syllabus in England has said.
Tim Oates, whose wide-ranging review of the curriculum for five- to 16-year-olds will be published later this year, said it should be up to schools to decide whether – and how – to teach climate change, and other topics about the effect scientific processes have on our lives.
In an interview with the Guardian, Oates called for the national curriculum "to get back to the science in science". "We have believed that we need to keep the national curriculum up to date with topical issues, but oxidation and gravity don't date," he said. "We are not taking it back 100 years; we are taking it back to the core stuff. The curriculum has become narrowly instrumentalist."
His stance marks a turning point in the development of the national curriculum. Oates' intention is to substantially reduce the national curriculum. Under the previous government, the curriculum expanded to nearly 500 pages. His remarks also show he wants to reverse a shift in emphasis, made under the Labour government, under which teachers were encouraged to place great importance on scientific "issues" and not just scientific knowledge.
Climate change has featured in the national curriculum since 1995. In 2007, the topics "cultural understanding of science" and "applications and implications of science" were added to the curriculum for 11- to 14-year-olds.
But Bob Ward, policy and communications director of the Grantham Research Institute on Climate Change and the Environment at the London School of Economics, warned that Oates' ideas might not be in pupils' best interests and could make science less interesting for children.
"An emphasis on climate change in the curriculum connects the core scientific concepts to topical issues," he said. "Certain politicians feel that they don't like the concept of climate change. I hope this isn't a sign of a political agenda being exercised."
He said leaving climate change out of the national curriculum might encourage a teacher who was a climate change sceptic to abandon teaching the subject to their pupils. "This would not be in the best interests of pupils. It would be like a creationist teacher not teaching about evolution. Climate change is about science. If you remove the context of scientific concepts, you make it less interesting to children."
Annette Smith, chief executive of the Association for Science Education, said she agreed with Oates that the curriculum was too crowded. "However, what I wouldn't want to lose from the national curriculum is the idea that science is developing all the time and that it impinges on our lives," she said.
But Oates, who is director of research at Cambridge Assessment, one of the biggest exam boards in Europe, said the topics that engaged children in science "changed dramatically" from year to year. "The national curriculum shouldn't ever try to keep up with those, otherwise it would keep changing." Teachers knew best which current affairs topics related to science would interest their pupils, he said. "A lot should not be in the national curriculum at all. A lot of damage was done to the curriculum last time it was reviewed," he said.
"If you live in a town where there is a lot of manufacturing, then teachers can use that as a context to discuss the social effects of science; other groups of pupils might be more interested in how the pharmaceutical industry produces drugs. It's really important that children think through the social application of science, but the precise topics... do not have to be specified by the state."
Oates also called for algebra to be taught to pupils at an earlier age. "Algebra has crept later and later over the last few decades. We should start 'pre-algebra' with young children – aged eight, for example," he said. He said that by the age of 11, children could be solving simple algebraic equations.
He said this would bring England into line with some nations in Asia. "Algebra is so important because it is the foundation of so much of maths. In other nations, children operate with equations and algebraic expressions."
He said some maths was taught only to older children, because teachers in primary school did not have the confidence to teach it themselves.
The curriculum review, which started in January, will look at 12 subjects, including maths, English, science, and art and design. It will consider which subjects should be compulsory and at what age.
At the launch of the review, Michael Gove, the education secretary, said the national curriculum was "too long ... patronising towards teachers and stifled innovation".
"Its pages are littered with irrelevant material – mainly high-sounding aims, such as the requirement to 'challenge injustice', which are wonderful in politicians' speeches, but contribute nothing to helping students deepen their stock of knowledge."
Climate change in the current curriculum
What the national curriculum says children should learn about climate change and caring for the environment in science lessons:
Age 5-11:Pupils should be taught to care for the environment as part of a topic on life processes and living things.
Age 11-14: Pupils should be taught how human activity and natural processes can lead to changes in the environment and about ways in which living things and the environment need to be protected. Teachers are encouraged to examine issues such as the finite resources available to us, waste reduction, recycling, renewable energy and environmental pollution.
Pupils demonstrate exceptional performance if they can "describe and explain the importance of a wide range of applications and implications of science in familiar and unfamiliar contexts, such as addressing problems arising from global climate change".
Age 14-16: Pupils should learn that the surface and the atmosphere of the earth have changed since the earth's origin, and are changing at present. They should also study how the effects of human activity on the environment can be assessed, using living and non-living indicators. Under "applications and implications of science", pupils should be taught to "consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions".
Climate change also comes up in the geography curriculum and may be tackled in religious education too.
11.6.11
太陽系邊緣
月全食
10.6.11
太陽風暴
電線綑樹
4.6.11
mark coreth
2.6.11
火山灰
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火山灰擴散 歐500航班停飛
東航南航改道延飛 國泰:無影響
布魯塞爾的歐洲航空控制中心負責人弗林(Brian Flynn)稱,格里姆(Grimsvotn)火山灰昨日覆蓋北歐以南的丹麥和德國北部後,料持續南移,或擴至法國和西班牙。英航昨率先停飛倫敦至蘇格蘭航班,法國航空、荷蘭皇家航空等十多間公司亦跟隨,全日有超過500班機停航,涉及範圍以英國城市為主,另外挪威也受輕微影響。
主要影響英國挪威機場
另外,南航亦考慮把飛行高度調至11,780米,即高於火山灰可能影響飛行的10,850米。專家則建議,白晝採用高航線,晚上實施繞道。南航氣象專家估計,火山灰影響範圍有擴大趨勢,今日挪威、丹麥、瑞典、德國、荷蘭及俄羅斯西部將受不同程度影響。
中國東方航空昨晚宣布,東航由上海浦東飛往倫敦、巴黎和法蘭克福的航班受到影響,其中飛倫敦航班要延遲起飛;今日起歐洲航線將視實際情况調整,包括改變航線和飛行高度等。
冰島專家:火山活躍度已大減
1.6.11
日溫泉
地震釀異變 日溫泉枯竭噴黑水
【明報】3.11地震後,日本各地的溫泉紛紛出現異常,有的出水量驟增,有的溫泉水溫、水質起了變化,有的則突然滴水不現,使溫泉旅館無奈結業。
本州中部岐阜縣飛驒市神岡町的割石溫泉(Wariishi Onsen)在大地震後曾停止出水數秒,但此後湧水量從原來的每分鐘45公升增至60公升,水溫也升約4℃,變成42℃。離震央有800公里之遙的四國香川縣滿濃町山谷中,美霞洞溫泉在地震後一周,泉水突然變得更白更濃,潤滑感增強,硫磺量增加了。
可是另一些溫泉水卻突然消失。如山形縣大江町柳川溫泉(Yanagawa Onsen),原來每分鐘的湧水量達300公升,但地震後不再有水湧出;當用泵去泵泉水,水質是烏黑的。這個本來每年有約9萬人到訪的溫泉不得不結束營業。僅遭黎克制特4級地震的新潟縣彌彥村觀音寺溫泉(Kannonji Onsen)的泉水亦告枯竭,害鄰近有124年歷史的家庭式旅館長生館,被迫關門。該旅館第五代東主中村一彥說﹕「地震後10、15分鐘,我去到那溫泉,那兒一滴水都沒有。我很震驚,但唯有接受。」
旅館被迫結業 政府另覓泉源
日本溫泉協會正向全國約1600個成員查詢,調查大地震對溫泉的影響。該會說﹕「即使是(1995年)神戶地震,我們都未聽過溫泉有這麼多的變化。」專家相信泉水變異,跟地殼變動有關。日本9級地震後,東北局部地區的地殼移位達5米,足以左右泉水湧出地面的情况。日本學者田阪茂樹指出,割石溫泉位於跡津川斷層上,每逢地震發生,該溫泉就會出現這種湧水量增加的現象。他道:「可能是地殼變動的影響,使泉水更容易流入。」
產業技術綜合研究所稱,在東海和近畿等地約50個觀測點中,很多地方的地下水位下降,有的地點下降達數米。「地下水是由於地震的晃動和地殼變動而出現變化的。若水位大降,溫泉就不再湧水。」一些缺水的溫泉旅館老闆和地方政府都在努力發掘別的泉水源頭,另找生路。
新華社/泰晤士報