Nobody was interested in Morse Code until I mentioned that it could be
used for "secret communications". *That means that the parents and
teachers couldn't understand what the kids were saying. *Lots of
interest (and potential problems) there.

The problem with todays version of ham radio is that it's really
boring. *Nobody wants to talk to someone around the world, when they
can pickup a POTS or cell phone and do it with much less effort and
expense. *With the demise of Heathkit, building radios is no longer a
draw. *The magic of radio is gone. *


I have a diverse collection of demonstrations for them, hoping to
catch each one of them with something they find interesting. I have a
handout with eight Morse Code characters on it, enough to spell out
some easy words, They're mostly 4th graders. I'm doing magnetism and
communications and showing how they relate. I taught school in the
Navy, but I have no experience with little kids, except my own. My
Navy students were almost always well-motivated but I have no idea
what the 4th graders are going to be like. They are all in the
Gifted And Talented Education program and I think it's either going
to be great or awful -- no in-between.

On Tue, 15 Dec 2009 17:42:25 -0800 (PST), "Sal M. Onella"
wrote:

I have a diverse collection of demonstrations for them, hoping to
catch each one of them with something they find interesting.

Perfect. That's the right idea. Lots of show and very little tell
(unless they ask).

I have a
handout with eight Morse Code characters on it, enough to spell out
some easy words,

Good idea. Mind if I steal it?

They're mostly 4th graders. I'm doing magnetism and
communications and showing how they relate.

9-10 years old is the right age to start. Between 8 and 15, I tried
literally everything I could find. Cooking, guns, sewing, carpentry,
elecronics (buzzer and magnets), chemistry, fizzix, etc. Getting my
attention for only a few minutes was easy. More than an hour was
impossible. Somewhat later, I took the ones that were of interest and
went deeper. I still recall round the clock repeater building
sessions in my fathers garage.

I taught school in the
Navy, but I have no experience with little kids, except my own.

When I took teacher prep, one of the first exercises was to reduce my
vocabulary to about 9,000 words which was about right for a 12 year
old. I later found out that the typical 12 year old knew far more
words than officially recognized. Just avoid any technobabble with 3
or more syllables and you'll do ok. Try to get them to ask questions
and answer the questions at the same level as was asked.

My
Navy students were almost always well-motivated but I have no idea
what the 4th graders are going to be like.

They will be out to see how far they can push or taunt you. Don't
fight it. Just be their friend and not their diciplinarian. If they
go over the top and riot, then maybe sacrifice the leaders for the
greater good. Smart kids are much easier to deal with than the
academic losers. My favorite line for getting them curious is "wanna
see what's inside" or "wanna know how this thing works"? Don't be
surprised if you get high level questions. Most of these kid so read
magazines and techy stuff online, mostly ammunition to make themselves
look good in class. Be prepared to answer tough basic questions like
"why does one radio talk around the world, while others just talk down
the street"? You might learn as much from their questions as they're
learning from your demo.

They are all in the
Gifted And Talented Education program and I think it's either going
to be great or awful -- no in-between.

In the accellerated classes, they'll all be trying to show off how
much (or little) they know.

--
# Jeff Liebermann 150 Felker St #D Santa Cruz CA 95060
# 831-336-2558
# http://802.11junk.com
# http://www.LearnByDestroying.com AE6KS

Jeff Liebermann wrote in
:

I have a
handout with eight Morse Code characters on it, enough to spell out
some easy words,

Good idea. Mind if I steal it?


Or make it a puzzle. Some text they're likely to know, maybe a long and
eventful paragraph of Harry Potter or similar, and translate for a short line
that uses only a few letters of the alphabet and that does not identify the
source text or content, but allows substitution to fill in other words,
completed by working out what other parts of the text are saying, or by
simple elimination within a word. I never did learn Morse well, never needed
to, but playing with that method with other people on an internet forum was
by far the closest I ever got, and the most fun. Someone would paste
something into a code translator, and instead of doing the reverse I'd start
with the few I always remember, E,A,N,S,T,O,H, and build on those.

It might sound like a lot for a young child, but if more than one are keen to
find out what's being said they won't need much motivating, that will take
care of itself. They won't remember every letter, but most adults who type
every day would be hard put to locate every letter on a QUERTY keyboard
without actually looking at one, what is retained is the memory of an
important process.

On Dec 15, 7:32*pm, Jeff Liebermann wrote:
On Tue, 15 Dec 2009 17:42:25 -0800 (PST), "Sal M. Onella"

wrote:


I have a
handout with eight Morse Code characters on it, enough to spell out
some easy words,

Good idea. *Mind if I steal it?

Feel free g


9-10 years old is the right age to start. *Between 8 and 15, I tried
literally everything I could find. *Cooking, guns, sewing, carpentry,
elecronics (buzzer and magnets), chemistry, fizzix, etc.

No serious Fizzix this time but I already have magnets and buzzers.

*You might learn as much from their questions as they're
learning from your demo.

I'd be surprised if that didn't happen. I'm learning just from the
prep work.

John
KD6VKW

On Tue, 15 Dec 2009 17:42:25 -0800 (PST), "Sal M. Onella"
wrote:

I taught school in the
Navy, but I have no experience with little kids, except my own. My
Navy students were almost always well-motivated but I have no idea
what the 4th graders are going to be like.

I know what you mean because our experience has converged there.
Outside of the Navy, and just yesterday, I was Mentoring 3 of my high
school students to varying degrees of success. When asked how it
went, I responded "up, down, and sideways." Luckily this response is
not the typical experience. These kids are from the lower end of the
socio-economic spectrum, but the school system here in Seattle has
made an investment, and community (I do this through the NW Assoc. for
Biological Researcher) does its part to. Computer literacy is tops
(without the golden hand of Chairman Bill Gates being felt). From
their interest and drive, their challenged background (or challenged
emotional/developmental life) doesn't disrupt their momentum.

One of the most profound lectures I have ever read, insofar as
teaching science goes, dates back roughly 150 years to one of our own.
"The Chemical History of the Candle" by Michael Faraday is a series of
lectures by the master of inductance given to young students. It is
the classic of its type and sets the standard even to this day.

One might ponder about the significance of a history of the candle. In
one sense, it is quite complete to that heading alone. But beyond it,
and he goes vastly beyond it, there is coverage that is topical to the
current energy debate, the current green debate, and current to the
state of biology that is understandable by the mid-schooler on.

One point that still astonishes me is when Faraday makes the point
(and I will extrapolate to current capacities) that for every barrel
of oil burned, a barrel of water is produced in the combustion
process. I have to wonder at the plight of science understanding (not
just training) when I see huge flame geysers burning in the desert
(waste gas) of an oil rich country that has to import water:
"What the ****? Over"

73's
Richard Clark, KB7QHC

On Tue, 15 Dec 2009 21:33:23 -0800, Richard Clark
wrote:

"The Chemical History of the Candle" by Michael Faraday
complete text available at:
http://www.gutenberg.org/ebooks/14474

73's
Richard Clark, KB7QHC

Richard Clark wrote:


One of the most profound lectures I have ever read, insofar as
teaching science goes, dates back roughly 150 years to one of our own.
"The Chemical History of the Candle" by Michael Faraday is a series of
lectures by the master of inductance given to young students. It is
the classic of its type and sets the standard even to this day.

Thankyew! I'm reading it now. The first thing I am struck by is the
readability of the thing. So much from that era was so hyperliterate.



One point that still astonishes me is when Faraday makes the point
(and I will extrapolate to current capacities) that for every barrel
of oil burned, a barrel of water is produced in the combustion
process. I have to wonder at the plight of science understanding (not
just training) when I see huge flame geysers burning in the desert
(waste gas) of an oil rich country that has to import water:


Most of those places have borrowed the technology to extract the oil in
the first place. It isn't inherent in their lifestyle. They probably
don't know about the water because we didn't tell them. And we were just
worried about the oil.

Excellent point however.

- 73 de Mike N3LI -