Other | Page 2 | Student Science

Support Strong Science

Be a champion now for the

next generation of science leaders.


Teacher's questions for respecting the body’s clocks


Before reading:

1. Why do you tend to wake, get hungry and get tired at about the same time

every day?

2. If your body has a “clock,” where do you think it’s located?

3. What do you think might reset that clock, especially when you travel across

many time zones?

4. What value might having such a clock offer?

During reading:

1. What are circadian rhythms?

2. Why should national and international athletes care about these rhythms?

3. Name at least three things that can affect (reset) body clocks.

4. Explain the difference between the master body clock and other body clocks.

5. Where is the master clock and what is its name?

Teacher's Questions for Moved by Life


Before reading

1. Using your own words, describe a robot.

2. Provide a few examples of how different animals move in ways best suited to the environments in which they live.

During reading

1. How do sandfish escape predators?

2. How did Dan Goldman and his team reveal how sandfish move below the sand?

3. What do sandfish do with their legs while moving this way?

4. Define “biomimicry.”

5. Explain why it can be so difficult to move through sand.

6. Describe the pattern followed by sandfish while “swimming.”

7. Why are cownose rays such superb swimmers?

8. What is surface tension?

9. Describe how a water strider moves.

Teacher’s Questions for Wanted: ‘Smart’ cleaners


Before reading:

  1. Keeping clean is a lot of work. Starting with yourself, make a list of the everyday objects in your life that need regular cleaning or washing.
  2. “Keeping hands clean is one of the best ways to prevent the spread of infection and illness,” according to the Centers for Disease Control and Prevention. Explain why this is true.

During reading:

Teacher’s Questions for Fuzzy Future


Before reading:

1. Do you need to wear glasses or contact lenses, and if so, to correct for what type of vision impairment?

2. What do you think is the primary cause of vision problems in you and/or your classmates: genes (do one or both of your parents have the same eye problem?) — or something else?

During reading:

1. What is nearsightedness, or myopia?

2. How is the number of myopia diagnoses changing over time? What age group is most affected? And what countries show an especially big rate of change?

3. What do a growing number of researchers believe may be the cause of this change in myopia?

4. What is “near work”?

Explainer: Why a tornado forms

A tornado is a violently rotating column of air extending from the ground to a thunderstorm above. Tornadoes can leave a path of damage more than 1.6 kilometers (1 mile) wide. They can travel more than 160 kilometers (100 miles) over land. And while some touch down briefly, others can last for more than an hour.

Tornadoes start with a thunderstorm. But they also require other ingredients, such as instability. Air is unstable when it is warmer closer to the ground than it is higher up. That warm air will rise, just as a hot-air balloon does.

Teacher’s Questions for ‘Print’ almost anything


Before reading:

  1. How is sculpting in clay and marble similar to adding and subtracting, respectively?
  2. If you owned a bakery, would it be cheaper and easier to bake many loaves of bread early each morning, or to bake a single loaf each time a customer placed an order throughout the day? Explain your answer.

During reading:

Teacher’s Questions for Infectious Animals


Before reading:

1. Can you name one type of germ that sickens both people and animals?

2. List three ways that people and animals interact.

During reading:

1. What type of germ causes the flu?

2. Where can a flu virus live?

3. What is the difference between a host and a reservoir?

4. What animals are natural reservoirs for flu germs?

5. Explain three ways that flu viruses spread from host to host.

6. What are zoonotic diseases? Are they common?

7. What are vaccines made of, and how do they work?

Global warming and the greenhouse effect

Earth’s atmosphere works something like a giant glass greenhouse. As the sun’s rays enter our atmosphere, most continue on down to the planet’s surface. When they hit the soil or surface waters, those rays release much of their energy as heat. Some of this heat then radiates back into space.

However, several gases in Earth’s atmosphere — such as carbon dioxide, methane and water vapor —work like a blanket to retain much of this heat. That helps to warm our atmosphere. The gases do this by absorbing the heat and radiating it back to Earth’s surface. Such gases are nicknamed “greenhouse gases” because of their heat-trapping effect. Without this so-called greenhouse effect, Earth would be too cold to support most forms of life.

Teacher’s Questions for Stem cells: The secret to change


Before reading:

  • How do cells multiply?


During reading:

  • What are stem cells?
  • Why does the medical community find stem cell science so exciting?
  • Name one location in the human body where stem cells are found.
  • Blood stems cells can develop into what types of cells?
  • What is the difference between adult and pluripotent stem cells?
  • Why makes embryonic stem cells controversial?
  • How are adult stem cells limited in their potential?
  • What did Shinya Yamanaka discover?
  • List three advantages to induced pluripotent stem cells over other types.
  • What is the goal of Anne Cherry’s research?
  • Ex


Subscribe to RSS - Other

From the SSP Newsroom

Science News


Science News for Students


Eureka! Lab