 quite yet. Maybe one more minute. And it looks like we have some of the people in grades six, grade eight, and grade 10. That's from Louisville today. Welcome, everybody. And no, we have some other participants. Great. If we could just get an idea of what part of the country you're in, if you're, we have Lovell in Colorado, grade six, the two sixth grade one and so far from Lovell and Louisville. And we have anyone else. I could give it kind of an idea. There's one person in here I'm pretty sure I know he is. We also have Lakewood. And maybe one more. Go ahead and get started. Thanks for sharing. And I am here today. Let's get started here with my colleague today, Mr. Carl Clark. And he is an education coordinator. And there's something great about this experience is that coming to you from our homes today, two literate rooms as well. But we're doing our work. And we want to share with you we have another person joining. So I love that person. But we want to share with you everything that our work entails. And every Thursday, we meet with someone who works in your car to learn what you and their jobs. And answer the questions from those who are joining us. Really really important part of doing work with cars that there are very many different types of jobs, scientists, engineers, and ocean computer program, safety efforts, machine is editors, and all different jobs and more support our research. And now with no further ado, I am going to turn it over to Mr. Clark. And he's more about what doesn't take your questions. And Carl. All right, thank you, Tim. And I'm very, very excited to be here. I'm so happy that I'm actually getting to talk about science and education at the same time, not one or the other. So with that, I'm going to share my screen and let the presentation, let the fun begin. Okay. Oh, my name is Carl Clark. And I am a senior education program rep in the Department of Energy at Brookhaven National Lab. And today, I'm going to be talking about opportunities, field of opportunities when science and education meets. I was an intern at UCAR. I had a wonderful time and it spurred something in me. Now so much so that I'm now working at the bridge between these two fields in the Department of Energy. Again, I'm talking about opportunities when science and education meets. And to give you a better idea of who I am. I am that program coordinator. I coordinate college and university programs for Brookhaven National Lab, which is located in Brooklyn, sorry, which is located in Upton, New York, on Long Island. So on the eastern end, I live in Brooklyn. So every day I commute pre COVID, at least an hour and a half just to get to work. That's how much I really enjoy going to work. And as you can see here, I just put up a few images I want to capture. First and foremost, the wonderful New York Highline from Brooklyn. The second image is that beautiful goal where we have these all over the campus at Brookhaven National Lab. So this is one of the favorite things that I get to see and get to interact with at the lab. And I've also shown you right here, a national synchrotron light source. This is a particle accelerator. And this particle accelerator can fit Yankee Stadium inside. It's boundaries. So this is a very big, big facility. And it's free to use for the public, for researchers, for industry. And it's a great opportunity for wonderful collaborations to take place. And lastly, another component of my job at Brookhaven National Lab is to develop a model that other federally funded research and development centers could use to engage students, engage underrepresented minorities who want to become faculty at colleges and universities. So I have a wonderful job bridging both science and education. And Carl, if you could interrupt for just a second. Audio is breaking up just a tiny bit. I was wearing it. If possibly you could reduce your video, if it's on D, if you could use it, that might help. No worries, just wanted to let you know, just a little bit. Are there just improved? I still copy just a little bit. I think just taking a little more time with your words might help us out. So I don't want to miss anything from you. Let me do a quick video. Sorry about this, folks. Murphy's Law anything that can happen will happen. Okay, hopefully this is better. Is there any improvement in my audio? Yes, there's a little bit of an improvement. Yes. Okay, wonderful. Okay. So what is my connection to UCAR? I mentioned earlier that I was an intern at UCAR at a wonderful time, but it all started or my journey began actually in Jamaica. I went to an all boys school thinking that I'm going to become a lawyer. And my dream was to become that lawyer. However, after several hurricanes, which Jamaica was located in 90 miles from people, we got in 2004, Hurricane Ivan, and Hurricane Ivan was a wonderful time, but also caused significant damage. And I said a wonderful time because it initiated my interest and understanding the atmosphere, how it works, how it interacts and impact that it has in society. And additionally, he also impacted how can we learn more about it? How can we get involved as public, as students, as adults, as teachers, in general, how can we make ourselves better informed about these storms? And when I moved to the US the following year in 2005, there was Hurricane Katrina, a significant, significant impact that caused not only economic damage, but also great impact on the people that it impacted. As you see here, this image at the bottom that indicate Hurricane Katrina, it affected not only New Orleans, but also Florida and also all the different states that the storm passed through. So these two pivotal events shaped my interest in, in the environment, in nature, in climate, and shifted me away from the lawyer that I initially thought I was going to become. But that was a great shift. Because in 2008, I came and had a wonderful time at UCAR for a program called Source. Source when I applied to Source, I applied not only just for the science itself, but also for the educational component of it. And my very first week at UCAR, there was an obstacle training that we did as a team building activity. And I had a wonderful time. Look at me, Perg, I'm trying to help one of my colleagues. With this, I decided that, okay, there was an opportunity here. I'm learning about the science and I'm also participating in education from a research standpoint. And I decided, I really want to go to grad school to study more about the atmosphere. But when I got to grad school, as this gift showed, I showed up really thinking that I look really good. I feel so happy. I feel like I belong. But at the same time, something was missing because I did and I applied for a program that focuses only on learning more about the atmosphere. What was missing was that I needed to learn more about the people that are impacted by the atmosphere. This was an opportunity where I can learn more about ways to encourage the public to learn more about the science, to learn more about how to participate in the atmospheric experience. I'm looking at ways that I can engage, I can interact with, I can communicate, I can talk to, I can learn with very diverse groups from students, to researchers, to the general public. And lastly, I wanted to know more about myself. And I wanted the people that engage in science to learn more about themselves as they participate in scientific activities. Hence, in grad school, I shifted my major from atmospheric science to science education, because they afforded all of these opportunities, personal for me, but also for the audiences and for everyone, and in general, the public. And that led to me deciding that for my program in graduate school, I wanted to do citizen science. Citizen science affords opportunity for the public to participate in scientific experience and activities while still having fun. Whether it is a dad and his daughter, looking at crabs, looking at the growth of crabs in an ecosystem, or simply going out just to catch some crabs or some fish, but at the same time could learn the science as associated with their, their excursion does having fun. And also, it could be teachers and their students, there are many to schools right now in the US and over the past decade, that has significantly ramped up citizen, citizen science participation as part of their curriculum. And when I was at UCAR, I participated in a program with some wonderful mentors, with some wonderful researchers that exposed me to learning more about phenology and how to engage, how to get the public participating in collecting data, scientific data about the life cycles of trees. It was a great experience. I was learning, but also they provide opportunity to connect the science with just having fun of learning more about tree fall, changing of colors on the leaves of a tree. All of these opportunities or happenings serve as a good catalyst for my next step. And another citizen science project, or the first citizen science project I actually participated in was called Project Budverse, which is now at the Chicago Botanical Garden. And by coincidence, I happened to be featured on this publication with one of my wonderful mentors when I was at UCAR. So citizen science afforded opportunities for students, for the public, for professionals all to participate in science, but through collaboration, which also means that there's a lot of data, a lot of scientific data that can be collected from this collaboration, because you're getting the public involved. And as scientists, as professionals of science professionals, we are a small community. But if you think about having the large masses, have you participate and start collecting data, the amount of information that you collect significantly ramp up what scientists are able to do, which now leads to a wonderful question, is how accurate is the data that thousands, possibly millions of people collecting? How accurate is that data? And that's a question that I hope that you can and you'll share your thoughts. So my question to you is, if you have thousands and thousands of people start collecting data and contributing to science, how accurate do you think that data is as it compares to what scientists alone are able to do? So go ahead in a chat box or chat function. Let's hear your thoughts. Give us some percentages in terms of how you think how accurate citizen science data collected by the public is. I'm going to give a pause and give you 20 seconds. So Tim, please be on the lookout. Let's see some comments and let me know what they what they think. Well, going to be surprised, we are two comments, one of them. The first one says 70 to 90 cents. And second comment is 85%. And it looks like we have a third coming 75%. Ah, all right, let's find out. Right here, I pulled up two studies. One looked at quantitative, look at a lot of publications to see how accurate the data is. And I'm going to circle this one that is where my my corner is. Hopefully my audio is still going strong. But it shows that there was an 81% agreement that voluntary data and scientific data. There was strong agreement between those two. So whoever bumped up to 81%, you're that's pretty good. That's very, very good in terms of numbers. And other study that looked at thousands look at many, many other studies to see how accurate or how much agreement there is. Numbers is pretty much the same as well as close to 75, 81, 85, between 75 and 85% accuracy. So that's pretty good. And that was an opportunity that I wanted to take away from getting the public involved in collecting and participating in science, but having fun doing so. Now, I'm going to shift gears because as part of my trajectory, whether it is first starting out thinking that I'm going to become a lawyer to start doing trying to become a scientific researcher, but incorporating a public in this. I'm I've always been fascinated with how we learn. Why we learn how to improve the way we learn how to actively participate in science, whether through science education or citizen science opportunities. And that led me to become a high school teacher. And believe it or not, I went to school to get my master's at the American Museum of Natural History. And if this looks familiar with Ben Stiller, as a night at the museum, the museum that was featured in that movie. So if you haven't seen that movie, I highly recommend if you want to have some fun since we're at home during COVID, please check out this movie. But it was an opportunity for me to go to school in a museum where they have that big massive planetarium where I can participate and encourage my future students to learn in a fun, innovative free environment, while at the same time taking those principles and put it in a formal classroom. So for any of us, or any of you that are in sixth grade, fifth grade, 10th grade, what you might notice how there's a change in how your teachers teach. There's a change in how much creativity, how much freedom, how much different, the various different teaching styles they've incorporated. And those styles are rooted in what's done at places like the American Museum of Natural History or in citizen science. So as a high school teacher, I taught at a theater art school. It's a school just in Times Square here in New York. And if you walk by the school, you will never know that there's a school there. Coming from a research and an informal science background, I incorporate that into my science teaching at this theater school. And one of the things that I did was get my students to participate in the United Nations General Assembly programming. I got my students to participate in NASA Challenger Learning Centers. NASA has these centers where you can simulate what it means to be a scientist or astronaut in space. So tying all of those pieces together. I got my students to participate in a lot of diverse ways, a lot of fun ways of doing science, while at the same time still doing very strong science. So for you, I think you have a fan there. One of our, one of our visitors said they saw, they saw United Nations Museum. So you reach into the choir here. I'm excited. I love that. Yes. So since you see the United Nations Museum. I've actually seen about, I've seen two of the movies. So do you remember the dinosaurs that were in the movie? Yes, there was the, in the second one, they introduced the triceratops. And first one, it was the T-Rex. Okay, so this is my question for you, as for everyone as well. Since not in the museum has spurred opportunities for you to learn about dinosaurs. It's a great opportunity to actually apply what you learn in school to what is being done through movies. How well do you know your dinosaurs? So hold on, hold this one. Let's see. You actually, you know it. I'm gonna, you're gonna see very shortly. I have a dinosaur up. I'm gonna give you time, a second to see if you can identify this dinosaur. Put that in the chat. Let's see if they could make some guesses. Time starts now. No one, no guess yet. But there's still some time. Think about it. All right, three, two, one. That's time. Are there any guesses? No, no one's. Oh, wait, we didn't have a mile of soar. And why are you on a T-Rex? Someone else got T-Rex. That's the only one they knew. T-Rex. Okay, unfortunately, neither. This is a sick tachos, sick tachosaurus. Four feet long, the tail is two feet, but it's in the family of a triceratops. It doesn't have the, it doesn't have the horns, but it's in the same family as the triceratops. That was a hard one. I'm not gonna lie that it was a hard one. Here's another one. An herb or is that this? Do you know if it's an herb or someone that's one of our guests said, I think this is an herb. I can tell it's a herb before because I know that most poor before dinosaurs had some kind of sort of beak. And due to that, this one sort of, since this one is a relative of the triceratops, the triceratops had a big beak, but also they had teeth. So I can sort of tell that this is a herb before. Okay. So with that, do you know the name? Again, you have 20 seconds. For the second image, the one that I just brought up. Can you identify in the chat box what this new one that I just placed up, what dinosaur is second? I think we have already guessed a triceratops. Yeah. That was an easy one. I knew that was going to be a good one. Okay. So if you notice here, the first one is in the family. It doesn't have the horns. You have to try the triceratops. That was an easy one. And my last one, pretty easy. Do not call this one out. I'm going to give you 20 seconds. Here it is. The dinosaur in the forefront. I want to give everyone a chance to make a guess. Three, two, one. Alright, Tim. It's like everyone said this one was a terrarium or wax. Okay, you got it. So the reason why I brought up all of these is because one, I wanted to realize that whenever you go to a museum, whenever you watch a movie, science is embedded in many of the in many of these environments, and it's a natural part of these environments. And I wanted you to connect with what you learn in class with what you do for fun. And these dinosaurs are clear example that as a high school teacher or as a teacher in general, as someone who's connected formal classroom learning in school with things I do for fun, like like watching those movies and actually learn about dinosaurs, I can connect those two together and make a better identity of who I am as a person and what I love. Now, my last one, the name is not going to be placed there. But a fun fact is the museum, the Natural History Museum here in New York, they had this lovely creature as an exhibit. So visitors will walk by and they will observe this wonderful, lovely creature. I'm not going to say the name. So this is my challenge to you. This this creature had feathers, which was something that was surprising because they thought or new research has suggested that some dinosaurs or some species of dinosaurs had feathers, which connects to the birds have that lineage from dinosaurs. So my take home is, can you identify this, not right now, what this creature is? Well, I got a surprise for you. I'm pretty sure someone has already guessed this. And unfortunately, we have only got about a minute to go. So I was wondering if we could for any questions. And and if you want, we can you can share the name. Oh, yes, we have a lot of people who who've already bonded. And I'm just gonna ask, is it a had a sore? A giant bird? Those guesses are either one is close. If you say giant bird or sore, that is unfortunately, we're gonna have to pass them that one. Well, I'm going to check just to make sure we have respect every time. I'll just there's any questions for all before unfortunately, you have to end they and everyone I am going to put to the chat, the URL or meet the expert. So you can see this recording again, like give us a couple about a week to upload. And the others that occur previously. And while talking to waiting to see if any extra questions came in, I haven't seen any any yet. I do appreciate everybody joining us. And of course, our special guests. And I can tell straight away, this was too short of a period of time for all of this. That probably throw this. And what we're waiting are there any is there any thoughts you'd like to take away with them? We do conclude tomorrow? I do. So what I want to take away from this recording is have fun, have fun just live in at the same time, science is embedded around us. And the many of the things you see on TV, many of the things that you do for fun outside, could parts could contribute to high quality scientific research, which will benefit the type of life we live. And you better understand it and hopefully become in scientists, science educators, teachers, engineers, it will build your interest. Wonderful. We do have a response on one system. Thank you so much. Your education journey, interest presentation is so inspiring. Thank you for reminding of the importance of having fun as we live and learn. And another thing. All right, thank you for having me. All right. And we're going to have to end today. But everyone please do check the meat the expert site. And we will do in couple weeks. Thank you so much. And if we had this one is their favorite part, that was another response. Okay, bye now, everyone. All right, take care.