puppets and science

Deetee said:
Fantastic! As I read through the responses in the thread, I was thinking of things to suggest, but your own "screen play" makes my unimaginative musings seem trivial.

We wanna see it when its done!
Get it taped/on disc please.

ETA: Fleming/penicillin is a good example of OHECK, and one kids could easily understand. It would be nice to introduce something like DNA-Watson-Crick but for smaller kids this might be too complex. What about Mendel - again things like peas/flowers can be visualised quite easily by kids?
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What one person considers "unimaginative musings" could be the most brilliant ideas just itching to get out.

I will definitely tape it, and I plan on posting my script on here for people to critique as I'm developing it--especially when it comes to the sciency stuff.

I'm a theatre artist, but not a scientist, though I confess to being a big fan of scientists. I don't believe I know the people you mentioned, but it does give me a direction to start my research. Thanks! :)
 
I'm still waiting approval for this puppet project. I'm not sure how long it will be before I get the go ahead to start writing. I may start writing without the "go ahead."

I am starting my research into the possibilities of grants. I figure if they start to hesitate on my project, I would be much more likely to influence them, if I could show possible grant money.

So as step one of my research, I thought I would ask here in the forum. Does anyone know of a grant for touring puppet show that travels to elementary schools across the midwest, promoting science?
 
Maybe your scientist puppet could do a simple (and exciting of course) science experiment during the show. Of course that could be difficult with puppets...

LLH
 
I like it. A perfect example of Sagan's "Candle in the Dark."
Someone pass ThatGuyWhoJuggles some matches.
 
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thatguywhojuggles said:
I don't believe I know the people you mentioned, but it does give me a direction to start my research. Thanks! :)
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Alexander Fleming discovered penicillin. He was looking to try and find a way of killing staphylococcus bacteria cultured in his London laboratory. Initially he was testing an enzyme from saliva to see if that worked. His lab was in a bit of a jumble - on his return from a holiday he was clearing out some old petri dishes with bacteri cultures on them, and he saw something odd (Observation). A mould had grown on one of the plates, and surrounding the mould was an area in which there were no bacteria visible. Hypothesis - the mould (Penicillium notatum) produced an antibiotic chemical which killed the bacteria. He continued his work, but more vital work was needed by chemistry researchers before it was possible to synthesise the chemical responsible and produce it in large quantities.

Gregor Mendel was an Austrian monk with a scientific and enquiring mind who essentially "did the gardening" in his Monastery. He is known as the father of genetics, since his work on the hybridisation of pea plants revealed the principles of genetic inheritance. Essentially he provided the knowledge base to to help answer questions such as "Why are Mum's eyes blue and Dad's eyes brown, but mine are brown and not browny-blue?"
I can't recall the exact details, but by cross fertilising peas that had different coloured flowers (or different sized pods) he showed that the resultant plants were not a mixed bag, but had either (say) blue or white flowers.

Here is a simplified explanation:
Cross fertilising a white and a blue flowered pea plant, the ratio of blue to white was not 1:1 in the first generation, but they were all white. Cross fertilising these white plants led to a second generation, with a ratio of W:B of 3:1. What was going on?
Mendel's hypothesis was that each parent contributed a single factor and to each of the offspring (a gene). So the White parent provides a W, and the Blue parent a B. The combination for the first generation is that all the offspring are WB. Because W is dominant, the B component is hidden (recessive) and not expressed as a blue colour - it can only do so when an offspring has BB without any influence from the dominant White.
The second generation have parents with a WB genetic make up (all white to look at). The second generation each have a contribution from each parent, so there will be the following possibilities - WW, WB, BW, BB. (3 look white, and one is blue). Voila! - the principles of mendelian inheritance were there for all to see including the concept of dominant and recessive genes (although it took a long time before people realised the importance of his discoveries).
BTW - in case you are wondering, the Parents of the first generation were mostly Blue (BB) and White (WW). Because peas usually self fertilise rather than cross fertilise, the original "stock" were likely to be "pure bred". Obviously his experiments did not always work out with mathematical perfection, but well enough for him to develop the theory of inheritance. In fact, his published results actually looked a little too perfect - people think he may have manipulated some data to make his theory seem more convincing to his sceptics!
 
thatguywhojuggles said:
I am starting my research into the possibilities of grants. I figure if they start to hesitate on my project, I would be much more likely to influence them, if I could show possible grant money.
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National Endowment for the Humanities, National Science Foundation, National Endowment for the Arts, and the Department of Education are all appropriate Federal agencies that would be willing to fund this sort of stuff. Many states have equivalent agencies.
 
LordoftheLeftHand said:
Maybe your scientist puppet could do a simple (and exciting of course) science experiment during the show.
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A pendulum experiment is easy to set up. Notice that the longer the pendulum, the longer the time, but the swing and the weight at the bottom don't matter.

Thank you, Dr. Gallileo....
 
LordoftheLeftHand said:
Maybe your scientist puppet could do a simple (and exciting of course) science experiment during the show. Of course that could be difficult with puppets...

LLH
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Yes, I think I would like to have an experiment for each of the famous scientists of the past that visit them. For example, if Newton was one of the scientists, he could roll balls or something to demonstrate the laws of gravity.

It would be fun to have an explosion or two!

I am going to design the puppets so that the performer controls the mouth and head with one hand and the other hand would go in a glove (as one of the puppet's hands.) That should help out.
 
geni said:
Do we really need more forensic students?
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I'd rather have more physicists than forensice scientists. But I'd also rather have more forensic scientists than "media studies" wonks.
 
Some suggested scientists: Galileo, Copernicus, Newton, Einstein
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The story seems okay, but these scientists are not such good examples of OHECK. Except maybe Newton, none of them did a lot of experimentation themselves. Galileo may be most famous for throwing balls of different weight from Pisa's leaning tower, that experiment never actually took place. It is also not quite certain that he really rolled balls from ramps and timed them, although he could have.

He actually came to the conclusion that things of different mass had to fall at the same speed through a clever thought experiment: he imagined dropping a heavy stone attached to a light stone. He concluded that if Aristotle was right, the heavy stone would speed up the light stone, and the light stone would slow down the heavy one, and both would fall at a speed between a heavy stone alone and a light stone alone. But he also realised that if Aristotle was right, the heavy stone and light stone together would weigh more than the either stone alone, and therefore had to fall faster that either one. This leads to a contradiction, and he therefore concluded that objects must fall at the same speed regardless of their mass. He was a good thinker, but he was not as much the experimenter some people make him out to be.

Here is a better example of OHECK:

Dietrich von Freiberg, who around 1304(!) discovered how rainbows are formed. He experimented with spherical bottles filled with water and balls of glass as models for raindrops. With a carefully placed bright light and a florence flask of water or crystal ball, it should be possible to repeat the actual experiment during the performance.

Unfortunately there isn't much information about him in English. Here is information about him and his philosophical work. Here's a bit more on his optics work.

A Google Search of his Englified name does not result in much. I happen to own the Dutch translation of this book. I can translate the section about him, if you want.

Other favourites: Louis Pasteur (safe milk and vaccines), Tycho Brahe (accurate measurement of planetary movement), Christoph Buys Ballot (Meteorology and the first measurements of the Doppler effect also in this book: possibly the most hilarious experiment ever!)

Perhaps it is not such a good idea to emphasise OHECK too much as being 'The Scientific Method'. A whole lot of very good science is done without strictly following this method, and also not necessarily in the order 'OHECK' suggests.

Einstein's work is definitely a bit too difficult for children. However, his attitude towards science, inspired Karl Popper and the falsificationist philosophy of science: that one must be willing to give up your own cherised theories if they turn out to be false. And Einstein is of course a wonderful archetype of a brilliant scientist, so it may not be a bad idea to include him as "the guy who discovered that nothing can ever go faster than 1000 million kilometers an hour, the speed of light."
 
Well, I have some good news. I, in so many words, have been given the go-ahead to write my puppet show. So if all goes well, this Fall, there will be a puppet show touring through central Illinois that promotes science and critical thinking skills.

I'll keep people posted of my progress as it comes.

BTW, thanks Earthborn for all that information. It will definitely help with the writing process.
 
thatguywhojuggles said:
Well, I have some good news. I, in so many words, have been given the go-ahead to write my puppet show. So if all goes well, this Fall, there will be a puppet show touring through central Illinois that promotes science and critical thinking skills.

I'll keep people posted of my progress as it comes.

BTW, thanks Earthborn for all that information. It will definitely help with the writing process.
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Congratulations!! I for one will very much appreciate your feedback.
 
"On the Shoulders of Giants"

A work in progress...
(c) 2006 Walter Beals

Well, I've started writing. I thought I'd share my first scene:

(TRICIA is skipping along the road to visit her grandfather when she discovers a coin in the dirt.)

TRICIA: Oh, what is that? (She bends down to pick up the coin.) It’s a coin! I’ve heard Grandpa talk about these. It’s too bad we don’t use coins today. They sure are pretty. (She rubs the coin clean on her shirt, looks closer at the coin) Oh, I can just make out the date on it, two-thousand and six. Wow! That was 50 years ago! (She puts it in her pocket) I can’t wait to show it to Grandpa.

(TRICIA continues skipping along the road until she comes across ANDY who has a bath towel wrapped around his neck like a cape, and is dramatically speaking to an invisible foe.)

ANDY: Freeze, Doctor Destructo! I am Captain Courageous! I am here to stop your sinister plan to destroy the world! Your evil minions were no match for me, and I am here to stop you. It’s now just you, and me!

TRICIA: Hello!

ANDY: (startled) Oh, hi Tricia. What are you doing out here?

TRICIA: I’m on my way to visit my grandpa. Can I play superheroes with you Andy?

ANDY: No you can’t. And it’s not “Andy” it’s Captain Courageous! (dramatic pose)

TRICIA: Why not? I could be a great superhero. I could fly, or have super strength. Maybe all my powers could come from this ancient coin! (TRICIA pulls the coin from her pocket and hands it to ANDY.)

ANDY: Ancient?

TRICIA: Yeah, look at the date on it.

ANDY: (Reads) Two-thousand and six.

TRICIA: It’s 50 years old!

ANDY: (Tossing the coin back) Whatever. My dad has a whole box of these old coins. And besides, you’re a girl. Girls can’t be superheroes.

TRICIA: But…

ANDY: Girls just don’t have what it takes.

TRICIA: But…

ANDY: Now leave me alone. I was just about to stop Doctor Destructo’s evil plan.

(TRICIA leaves ANDY to his game, gloomily finishing her trek to GRANDPA’s house. She knocks several times at his door, and after receiving no response; she opens the door and steps inside. Inside, GRANDPA is rummaging through a box of tools, mumbling to himself, completely oblivious to the fact that she was knocking at the door, and has just walked inside.)

TRICIA: Hi Grandpa.

GRANDPA: (startled) Oh my! Oh, it’s you, Tricia! Oh it’s so good to see you. I was just looking for a tool to do the final adjustments to my latest invention.

TRICIA: Invention? What have you made this time, Grandpa?

GRANDPA: I call it “The Window.” It’s almost finished. I’ve been working on it all morning.

TRICIA: Can you show me what it does?

GRANDPA: I would love to, but I can’t find a special tool I need. It’s very small.

TRICIA: Can I help you find it?

GRANDPA: Oh, no. It’s okay. I need to take a break from this thing anyway. And your visit is the perfect excuse to set it aside. Come, come, sit down and talk to your old Grandpa. It sure is nice to see you. (She sits. He notices her melancholy state.) Is everything okay, Trish? You’re not your usual chipper self.

TRICIA: Well…

GRANDPA: You’re not having trouble with school are you?

TRICIA: No, it’s my friend Andy. He won’t let me play with him. He says I can’t play superheroes with him because I’m a girl. I wish I really was a superhero, and then I’d show him.

GRANDPA: A hero you say?

TRICIA: A superhero! I wish I could fly, or had super strength. I could summon my powers from this ancient coin I found.

GRANDPA: Coin?

TRICIA: Yeah, check it out, Grandpa, I found it on the road. It’s 50 years old. (She hands it to him.)

GRANDPA: (reminiscing) Ah, yes, I remember using these. (He hands her the coin) You know, Trish, your friend Andy is just pretending to be a superhero. I know a way you could become a real superhero.

TRICIA: A real superhero?

GRANDPA: Yes. You see there are real superheroes out in the world today.

TRICIA: There are?

GRANDPA: Yes, and they’re called scientists.

TRICIA: (skeptical) Scientists grandpa? Like you?

GRANDPA: Yes, just like me.

TRICIA: But superheroes are brave and have powers to save people and make the world a better place! Scientists just sit around in white coats and look in microscopes and write weird formulas on chalkboards.

GRANDPA: Have you ever heard of Dr. Nagas and his team of scientists?

TRICIA: Yes, my teacher told us about him. Something about some old disease called cancer?

GRANDPA: That’s right. Fifty years ago, back when your coin was made, in the United States alone, over half a million people a year would die from cancer.

TRICIA: And Dr. Nagas and his team were the ones to find a cure for cancer?

GRANDPA: That’s right.

TRICIA: So scientists are like superheroes because they save lives?

GRANDPA: Exactly. And they also make the world a better place.

TRICIA: What do you mean, Grandpa?

GRANDPA: Did you know that people used to drive cars that ran on gasoline?

TRICIA: Yes. They told us about that in school. They said that cars used to let off a lot of icky black smoke into the air, something they called…

GRANDPA: Smog?

TRICIA: Yes, that’s it, smog. My teacher told me that in some of the larger cities the smog would be so thick it would actually turn the sky brown.

GRANDPA: Yes, I remember that. And if it weren’t for scientists coming up with cleaner burning fuels, we’d still have that problem.

TRICIA: I do like clean air, Grandpa.

GRANDPA: Yes, so do I.

TRICIA: So Grandpa, what you’re telling me is that scientists are the real heroes because they save lives and make the world a better place?

GRANDPA: That’s exactly right. And they do so much more than that.

TRICIA: They do? Tell me more!

GRANDPA: (laughs) Of course I will. But first let me find the right book.

TRICIA: Book? Oh, that’s right, like my E.R.P. unit.

GRANDPA: E.R.P.?

TRICIA: Electronic Reading Pad. It’s like a book, but you don’t have to turn pages.

GRANDPA: Oh. I guess I’m just old fashioned. I like turning the pages. (He finds the right book) Oh, here we are! Now if you want to learn more about scientists, we should do some reading about the scientists of the past.

TRICIA: But Grandpa, why are scientists of the past important. Aren’t they dead and long gone?

GRANDPA: A great scientist long ago once said, "If I have seen further, it is by standing on the shoulders of giants." Do you understand what that means, Tricia?

TRICIA: Does it mean that in the long-long ago there were giants? (She jumps around, pretending to be a giant) Fee Fi Fo Fum, I smell the blood of an Englishman…
 
another installment... (is anyone reading this, or should I not bother??)

GRANDPA: (laughs) No, no, not exactly. Lets have a look inside the book, and I think you may begin to understand.

TRICIA: Okay Grandpa.

GRANDPA: (flipping through the pages) Oh there are so many interesting scientists to choose from. Oh, here we go, how about Galileo Galilei?

TRICIA: Who's he?

GRANDPA: Lets find out!

(Suddenly GALILEO comes out of the book.)

GALILEO: Hello there. My name is Galileo Galilei. You must be Tricia, and you sir, must be her grandfather. It’s a pleasure to meet you. (turns to the audience) And who do we have here? A fine looking bunch of kids.

TRICIA: Who are you talking to?

GALILEO: Why these kids here, of course! (he gestures to the audience, but
TRICIA and GRANDPA cannot see them.)

TRICIA: I don’t see any kids. Do you see any, Grandpa?

GRANDPA: No, I’m afraid I don’t either!

GALILEO: Well, they’re sitting right here in front of you. Why look right here... (at this point, GALILEO can interact with the audience, and describe details about the kids in front of them, the descriptions should be either neutral, or complimentary of the way they look or of what they are wearing--e.g. “Why look right here. Here is a young man, dressed rather sharply in his dark green shirt. Is that, a dragon on your shirt? Oh, it’s very nice!” etc.)

GRANDPA: (interrupting GALILEO’s interaction with the children) I’m afraid we don’t see any kids, Mr. Galilei.

GALILEO: Please, just call me Galileo. Mr. Galilei was my father! So you don’t see all these kids? Well, I guess it’s of no concern. (gestures to the book) So I assume I’m here because you want to know all about me?

TRICIA: Yes please!

GALILEO: Such a polite young lady! Well, as I said, my name is Galileo Galilei. I was born in 1564 and lived until 1642. I was a great astronomer, mathematician, and physicist. And do you know what one of the things for which I am famous?

GRANDPA & TRICIA: No.

GALILEO: (Reaching into the book, he pulls out a large telescope, holds it up to his eye, and points it at the audience. At one end of the telescope is a blinking eye that looks out at the audience, blinking.) I am known for inventing the telescope! Well, actually I didn’t invent it, but I did improve on a simple magnifying instrument put together by a lens-grinder in Holland. And I came up with the first complete astronomical telescope.
TRICIA: What is an astronomical telescope?

GALILEO: Ah, a girl who likes to ask questions! That’s one of the first qualities of a good scientist! Astronomical comes from the word astronomy, which is the study of the stars, and planets in outer space!

TRICIA: So an astronomical telescope is a telescope that looks out at the stars?

GALILEO: You’ve got a sharp kid, here, Grandpa! Yes, that’s exactly right! And after I built the first telescope, I was able to see things in the night sky that no one had ever seen before. I was able to see the mountains on the moon. I was able to see that the Milky Way was actually made up of millions of individual stars. I was able to see the four largest moons on Jupiter. And I was able to see the odd oval shape of the planet Saturn!

GRANDPA: Actually, Mr. Galileo, Saturn is not oval in shape. What you were seeing were the rings around it. And since your telescope was not that strong, they blurred together with the shape of the planet, making it look oval.

GALILEO: (surprised) Rings?

TRICIA: Yeah, everyone knows that Saturn has rings around it!

GALILEO: Oh. Well, I must confess, I didn’t know that!

GRANDPA: It’s okay, because of your building the first telescope, astronomers were able to build better and better telescopes over the years. And they were able to look deeper and deeper into space, with greater clarity and detail.

GALILEO: And you say they wouldn’t have been able to do that without my building the first telescope?

GRANDPA: That’s correct!

GALILEO: Well, that makes me feel better!
 
That sounds pretty awesome, Walter.

If you tour to the Peoria Area, let me know. PM me, I might have a beer(or your drink of choice) waiting for ya.
 
I currently use a puppet in the school shows I present as part of Questacon's Science Circus. I've made a slug named 'Semmelweiss' who assists in the presentation of a show on slime and liquids. Basically, Semmy is sick and needs new slime, and we explore the possible replacements.

It works brilliantly with the young kids, and even (with a bit of slapstick) with some of the older ones.

Athon
 
Sorry if this repeats old ideas, just found the thread

'old magic' puppet character is like Merlin, Gandalf
gandalf is exposed as weak compared to now, new character
weakness of current new character is reframed

The characters should sing songs or at least play rhythms that the students can identify with. Leitmotif.

The basic drama should follow Aristotle's unities: time, place event.

The basic message should be clear: Old wisdom uses subtle strengths and is supplanted by new wisdom.

This is the kind of thing I'm working on as a composer. Please PM if you want to talk more.
 
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athon said:
I currently use a puppet in the school shows I present as part of Questacon's Science Circus. I've made a slug named 'Semmelweiss' who assists in the presentation of a show on slime and liquids. Basically, Semmy is sick and needs new slime, and we explore the possible replacements.

It works brilliantly with the young kids, and even (with a bit of slapstick) with some of the older ones.

Athon
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I'd love to see an image of your puppet in action. Could you post one here?
 
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