Not All Change Is Progressive

One of the most legendary teachers at Punahou, and one I had the privilege of taking a class from was Mr. Jerry Devlin. A legend even amongst legends, who taught Plato's: The Republic, still to this day one of the best classes I've ever taken. If I had to describe what he looked like, I would say he was the 60 year old love child of Sean Connery (circa The Rock) and Mr. Magoo. Aside from being one of the most versatile teachers around (he had taught biology, anthropology, political theory, and philosophy during his time at Punahou), he had a favorite saying, "Not All Change Is Progressive". This was usually in reference to our grades, which was troubling. But he was right. Boy he was right.

I thought yesterday was the worst day of this job so far. But as scientist, I should be wary of using superlatives, like "oh, see this atom, that's the smallest we could ever divide matter", or "see this 100 kiloton fission bomb, that's probably the biggest bomb people will ever make." Today was worse.

The day began wonderfully with me almost slicing off my finger in the paper cutter. But that's what fingernails are for. Nature's little finger armor. But that was nothing compared to the little episode that was waiting for me.

I've told you all about E----, right? The genius boy with behavior problems that necessitates him having a personal aide? Yeah, that kid. Now, the teachers have been warned about his behavior (which includes holding year-long grudges and taking revenge against teachers he doesn't like...more on this later). So far, he has been fine, if not a little eager and in need of attention. But today he threw his first tantrum, broke some of my Petri dishes. He had to be taken outside. People were called and kids were distracted. Try getting kids to do anything as a screaming classmate is dragged right outside the door. It sounded violent, from my perspective, as in it sounded like E---- was hitting his aide. Poor guy. And I think he was new to the job, because when E---- started having is episode, the aide asked me what to do. Me? Me, who has no training as a teacher and is still a student himself? I need to be paid more.

Then I met with the older kids, who are usually fine. They're usually sharp and well behaved. They listen, do their work, and even joke around with me a bit. But I think their hormones decided to kick in today. Issues were had. One of the kids was going around and flicking off all the other kids, whom he claimed had made him flick them off. I gave him the lecture about "would you jump off a building if someone told you?" He started crying, and ran into the bathroom. The other girls who were flicked off started crying because they didn't think he was punished enough, or something. Other things happened, to numerous to name here.

But I have learned one thing. Kids bounce back and recover really quickly. They could be sworn enemies in the morning, but by lunch they're the best friends in the world again. If they come to me crying during recess, they're fine, laughing and running around (no running in class) by the next class session. I've pretty much learned to ignore their complaints, since experience has told me they usually work themselves out in the end.

There was a lot of yelling and disciplining today. The C group was absolutely wretched. Kids who never gave me problems refused to listen, and the usual problem kids became even worse. I tried to do a second forensics unit with them, giving them 4 white powders to look at: flour, sugar, salt, and baking soda. I drew a simple 4x3 grid on the board and told them to copy it into their journals. Half an hour later, only about half of them had sat down and stopped talking long enough to copy the chart down. Stern talking ensued and I started handing out the powders. No matter how many times I tell them "don't eat this. Do not put this in your mouth. Are you going to eat this? No. You, tell me, are you going to eat this? The answer I'm looking for is 'no'. You are not going to eat this. It will kill you", without fail one kid has to eat some. I told them to make observations about the powder. Apparently, for little kids, looking and observing involves touching and throwing. I tried as best I could to keep them under control. I tried as best as I could to keep order. But I reached a point where I could not take it anymore. I took away all the materials, told them to sit at one of the desks, put their forehead against the table, and be quiet for 10 minutes. They could only muster around 2 minutes, but that was enough for me to write something on the board. They're supposed to keep a journal so parents can know what their kids are learning in this program. This is what I told them to write in their journals:
For you visually impaired folks, the board says "I could not finish the experiment in Science today because the class was too noisy. Tomorrow, I will ____." Where the fill-in-the-blank is what they will do tomorrow to be less disruptive. The day was shot for this class, and I feel horrible about making the few good students go through this (since that was always me). But I was losing my mind and didn't see any other viable alternative.

But hope springs anew, as I'm told. The B groups were absolutely delightful. They were quite, well behaved. They were bright, answering my questions about chromatography. They even remembered about polarity's effect on travel distances on the chromatography strip. An absolute joy. They lined up on their own when I set up the microscope to look at the various powders (flour's really interesting to look at, if you ever get the chance). They even policed each other, to make sure it wasn't too noisy, that people weren't making a mess, and that people were staying on task and finishing their journals. They were so good I felt obliged to give them all erasers as prizes. They were so good, I even had a chance to take pictures:

*edit* The cute little girl smiling at the camera *edit* is M-------, a hilarious little Vietnamese kid. When I have the kids sit on the floor, a lot of them have the bad habit of sitting really really close. Like, inappropriately close. She always pipes up and tells them, "Scoot back people! Give the man some room!" She's quickly becoming one of my favorites.

Up until this class, I was honestly on the verge of breaking down. I started understanding on a very profound level why people do things like drink, or smoke. But this class made things better, if only a little bit. Tomorrow will be an ordeal, I'm telling myself now. I've come to accept that this job will never get easy, and will drain my last ounce of patience. I've accepted that the main point of this job is to realize the hell teachers everywhere go through for an entire school year.

On some level, I think the kids are especially bad because they realize it's summer. The initial excitement of the novelty of this program has worn off, and they've come to realize what a bum deal it is that they have to be in school during the summer. That they have to learn and use their brains. I don't know. Too tired to care. Too physically exhausted to contemplate (didn't sit down all day. No time). But the show must go on, as I'm told.

Here's my shirt-pocket from today:
The final inventory stands at: Two ball point pens, a Sharpie, two Dry-erase pens, a Ziploc bag of flour, a plastic spoon, three Starlight mints, $0.63 in spare change, 9 chopsticks with string and tape (I was going to do recrystallization of Borax [sodium borate hydrate], but the E---- episode sort of derailed the whole class, and we had to cut it short).

I've begun to learn on a very real level one thing that I've always known in passing. They say all the money in the world doesn't mean a thing if you never spend a penny of it. Sure, the pay for this job is nowhere near minimum wage, and I'm making a decent amount. But I have absolutely no time to enjoy any of it. Weekdays are shot due to cranking out lesson plans, testing out the experiments, and trying not to pass out from the dehydration and heat exhaustion. Weekends are a motley mix of cleaning and more lesson planning. I had always intended to get paid for my summer jobs, figuring I need to begin supporting myself as much as I can. But I'm learning that the money is not worth it if you're killing yourself in the process. I think I need to find one of these unpaid internships in an exotic far off land next summer. Something where the minimum age of the people I have to interact with are in the double digits, and I don't have to worry about pee-pee accidents and snack times.

I would hope that tomorrow, things will go differently, but I've learned my lesson. Thank you Mr. Devlin, for teaching me a valuable lesson. There is no such thing as rock bottom. You should see some of the drills they have these days. They can bust through granite like no body's business. Instead, I hope for the strength to see this job through to the end, strangling the smallest number of kids along the way. I figure as long as I keep it in the single digits, no one will mind.

Sometimes Pocket Protectors Are The Way To Go

I prefer to live an unencumbered life. I never understood why women chose to carry purses and bags, when pockets are so much easier. I mean, they're attached to your body by virtue of the existence of hips, and with the right cargo pants, you could carry the entire Lord of the Rings Trilogy, The Hobbit, and The Silmarillion on your person at all times (not that I speak from experience or anything...). However, I do have some sense of fashion, if you wish to call it that. I've never willingly wore a waist-pouch/fanny pack because they are ridiculous and make you a target for bullies and lowlifes (again, not speaking from experience). And I would suppose pocket protectors would fall in the same line, those articles clothes that instantly pigeon-holes you in a certain social class...
...like overalls...
...or hooker shoes.
But I cannot help but deny my true dorkdom. Running around class all day, tending to hopeless children who don't know how to fold paper in half, or use a straw to transfer a liquid, the shirt-pocket has become my best friend. Pencils, markers, dry erase pens, rulers, scissors, straws, chopsticks, bags of apples have all found their way in to my shirt pocket (this was just one day). By the end of the day, my shirt pocket is so laden down with the tools of my trade that my shirt starts to sag in a rather unflattering manner. Here's what my shirt looked like half-way through the day today:

The tally is three dry erase pens, a black ball point pen, a mechanical pencil, a mini-ruler, two black Sharpie pens, my name tag, a clarinet reed and mouthpiece (I had a bet with one of the girls that I could play clarinet. She owes me $10. I intend to collect), and finally a small foam plane. Why the small foam plane you ask? Well, one of my darling students, A--, came to school today, like any other day. However, today of all days, his mother forgot to come and give him his medication. Medication that he desperately needs to calm down. Medicine I really wish he had today. So while he was throwing his plane around my classroom while I was trying to get everyone settled, I crept up behind him and snatched it out of the air, refusing to return it to him unless he settled down and kept quiet the rest of the class. In all seriousness, I'm told he has a behavioral condition where he doesn't understand consequences and cannot process things like that, so I wasn't surprised he was running around 5 minutes later.

But yes, I love my shirt-pocket. It has served me so well, and perhaps I'll get it a nice pocket protector as a treat. All I need is a slide-rule and I'm a nerd from the 70's. Home sweet home.
I do seriously want a slide rule. I think I know how they work, in theory. Either that or an astrolabe, but I think slide rules are easier to procure and operate.

Today was hell. The only saving grace was that I got paid for my first full week (I thought it was just a part time gig, but when you add up the actual hours, it's a little more that 3/4 time). And even though the Gov'ment took a huge chunk of my hard earned money for silly things like Medicare and Social Security, it's nice to be rewarded. But, boy, did I have to work for that money today. I don't know what it was today. Perhaps it was a particularly exciting weekend with Father's Day and all. Perhaps there was too much sugar in their canned peaches. I don't know, but they were horrible. Absolutely horrible. I did a lot of yelling and pointing. A lot of time-outs in the corner and "this is your special chair. You will sit in this chair for the rest of class. I don't want to hear you talk. At all." At which point I would drag the chair to the farthest corner. At one point, the youngest group took their customary bathroom/water break during my class (I've learned to schedule in this disruption), leaving only 4 students in the room with me. They decided it would be a good idea to hide under the desks and yell surprise when the other kids came back. I told them several times "no". I even physically "removed" them from under the desks. But they would not be denied their surprise. I'll leave the ensuing screaming, shouting, running and punching to your imagination (no, I did not punch any of the kids. Not to say I didn't think about it).

Today we did chromatography with paper towels and various pens and markers. I had the older groups in the morning, which was inspiring, if not a little messy. They understood the whole deal with polarity and travel distances along the chromatography strip. Even the younger 1st/2nd graders understood it to a certain extent. But, damn, was this messy. I thought, okay, markers are pretty clean. Ha, I have so much to learn. Because the instruction "just dip the tip", an illustration on the board, and an up close, one-on-one demo by yours truly is simply not clear enough to convey the message "don't dunk the whole thing in the alcohol", the ink went everywhere. I have things to clean up this week. Pretty much every single desk. Goody.

Things to look forward to at the end of the week:
We'll be starting biology, with adaptation and evolution games at the end of the week. Haven't done this since Bio Honors with Liem in 9th grade, but I think I remember everything.

Friday we have an open house, for which I must prepare a video of sorts, and some other presentation of sorts. Followed immediately by a sleepover for the older kids. Luckily most of my kids aren't sleeping over (thank god. I guess they came to the same realization that sleeping in a cafeteria is not fun. I know what they drop on the floor. And I know no one mops the floor either). I'm told I'm not supposed to sleep since I'm chaperoning. We'll see how that goes. As long as I can find an internet connection, I think I can manage. Either that or I can spend my time tormenting the kids. I have a black hooded cape and scary masks. I'm sure I can think of something to do. Don't worry, it's nearly impossible for little kids to have heart attacks. They have been known to wet themselves though.

Your Tears Are The Source Of My Powers

So today marked our first field trip, a little jaunt down to Ice Palace for some ice skating (in Hawaii of all places, during summer, I know). After 2 years in the frigid wastelands of south-eastern Connecticut, I held little fear of the Palace of Ice. I had no need of such silly things as jackets, or sleeves. I troubled not with long pants. T-shirt and shorts. It is Hawaii after all. Some of the kids disagreed with how much clothes you needed. Some came decked out in full snow gear.

I think the last time I went skating, I was probably around these kids' ages, making it at least 8-10 years since I've stepped on the ice. I think this extended exile from skating allowed whatever skills I had fostered to grow and take shape, much like a fine bottle of rotting juice that people insist on paying an arm and a leg for. I wasn't bad. I could move around pretty quickly. I am amazed, however, at how good some of these kids are. I mean, there's only one place on the island that you can ice skate, and it's not exactly cheap. But, I have been finding that kids are pretty sharp and can pick up on things very quickly if they choose to. But only if they choose to.



Seeing really little kids skate is one of the funniest things I've ever seen. The skating rink is split into two sections, a learner section and a general section. In the learner section, there's ropes and flags, and these metal walker things beginners use to stand up on the ice. Our little kids clung on to these for dear life. White knuckle grips that refused to let go. That is until I skated by. At school, a lot of the little kids like to wave to me and say hi whenever they see me. Things did not change at Ice Palace. However, at Ice Palace, when they relinquished the one waving hand, they would instantly lose their balance and topple over on the ice. As a good scientist, I had to see if I could replicate the results. After 3 or 4 passes (give or take a factor of ten) I felt comfortable assigning causality to their spills. They really do love me.

Ice Palace has one of the trickiest concession stands I've ever seen. The food tastes like crap, but that isn't a problem, since everyone always buy the hot chocolate. No matter what else your stomach may crave, you will undoubtedly buy a hot chocolate. You will also, without fail, burn your tongue after that first sip, searing your taste buds into submission for the greasy cardboard they serve as pizza.

The Tale of T-----: Your Salty Tears Taste Oh So Sweet

So it wouldn't be work if all I had to do was babysit. No, that would be much, much too easy on my mental facilities. Rather, the universe enjoys throwing stress and drama my way just to see me stagger. We were there for 2.5 hours, give or take, giving the kids plenty of time to skate and eat to their heart's content. And when you are trying to shuttle, chaperone, and corral 90 something kids, time management is key (particularly if you're trying to avoid rush hour traffic. Almost beat it, but alas, that would be too easy). Thus, 20 minutes before we need to leave and be on the road, is not the time to ask me if you can stand in the long concession line and buy something. It's also not the time to poke, prod, and scream at me. This makes me frustrated and uncooperative. That's why T----- got what was coming to her.

This girl has been giving me problems since day one. Mouthing off to me, purposefully disregarding my directions, and encouraging her classmates to do the same. At Ice Palace, none of this changed. 20 minutes before we're supposed to leave, I wanted everyone to just sit and wait for the buses, as per my orders from the supervisor in charge. They specifically told me, don't let them buy anything as we're leaving, it will slow everything down. So I followed my orders. I told T----- "no, you can't buy anything, we're going to leave, there's no time." For 30 minutes, I repeated "you had 2 and a half hours to buy things, right before we leave is not the time to do so. Sit down." Screaming and shouting ensued over how unfair I was. I started to get frustrated. Any stress relief from gliding across the ice, whipped away in a matter of minutes. Finally, the buses came, and I ushered them aboard.

Right as we're pulling out of the driveway, about 30 min since the time they were told to get ready, grab their stuff, and make sure they weren't leaving anything behind, T----- tells me "I forgot my gloves." We're pulling on to the road. I told her "Too bad. We're leaving right now. I can't make 89 other kids wait because you were playing around and bothering me while you were supposed to be getting ready. Sorry, but you're just going to have to forget about it, or go on your own to find it. They're just things. Deal with it." I could see she was unhappy, but there was simply nothing I could do about her personal irresponsibility. These are lessons everyone must learn at some point. As I turned around to face the front of the bus, I became aware of distressed sobbing in the background. Which quickly grew into tantrum-esque bawling, complete with moaning and that choking sound you make when you cry. It was like I had killed her entire family and made her watch. But I wasn't distressed by her weeping. After all the crap she had given me for the last three weeks, and especially today, I was glad she was finally bearing the consequences of her actions. For the half hour bus ride, I listened to her cry. Not once did I look at her, as I knew she was crying just to get a rise out of me. I could tell that half way through the bus ride she was no longer actually crying, but pretending, just for me.

I could tell some of the other kids were buying into T-----'s crap. They kept telling me she was crying, and I explained to them why there was nothing I could do. But I also told them, "She'll stop crying. They're just things. Were the gloves made of solid gold? No, they can be replaced. Does she need them to live? No, it's Hawaii, you only ever need gloves at Ice Palace. Good, they'll be waiting there for her when she goes next time."

When we got back to school, I had to still teach one more class: the D group. My group. T-----'s group. When we got back to class, she was fine. As if nothing had happened. She went right on back to being her annoying, bitchy self. I had them play a forensic science game where I gave them 4 white powders (salt, sugar, flour, and baking soda) and they had to develop tests to distinguish the 4 from each other. In the end I gave them a mystery powder (one of the 4) and they had to determine which it was. As per her usual self, T----- refused to join the group when they were working, opting instead to chase other people around the classroom, and break my things. Status quo, antebellum. As if the ordeal had hardly happened. But this little vein popping out of my neck begs to differ on the veracity of T-----'s crying game.

Science Is Messy

This week is a whole lot of Chemistry, with some astronomy thrown in at the end if I run out of demos.

Monday, we did invisible ink with lemon juice, and I tried it again with vinegar today, since I was told it should also work. I'm amazed at how delinquent and rotten some of these kids are. I gave them each a half sheet of paper to write or draw whatever they wished with the invisible ink. I had three or four choose to write "doo doo", another drew an what he told me was a decapitated body, and my favorite student of all, G----, told me he was going to write "die" all over his paper, and proceeded to line his paper with "DI". He might be a psychotic little demon spawn, but I don't think it would be very hard to catch him.

I was showing some of the younger kids the bottle of vinegar I had. It occurred to me that some of these kids might not know what some of these things are, so I try to show them as much as possible and expose them to as much as possible (not in that way). I passed around the bottle of vinegar and wafted (I'm such a good chemist) it in front of them to smell. Most of them shrieked and told me it smelled bad, but all the Filippino kids told me it smelled really good. That's my bit of racial humor for the day. I'm done. Except I do notice the Asian kids are a lot better at science. There, now I'm done.

Today I attempted to make gak, or slime, or silly putty, or whatever you want to call it. Glue and Borax, pretty simple. The Borax acts as a cross-linking agent for the glue polymers, which I think is downright nifty. Anywho, I tried to explain why the gak forms as it does, with the cross-linking explanation. I had the kids line up and form polymer chains by linking arms. It's been a while since I've been around little kids, but it didn't occur to me that linking arms with someone of the other sex would be that much of an issue. It was. After 10 minutes of yelling and crying and sorting and bargaining, we formed our polymer chains. I asked them if it was easy or hard to move around in these polymer chains. Most said it was easy, I got a few who said it was "easy-hard" or "hard-easy". I generally ignore these kids. Then to demonstrate cross-linking, I took a roll of tape and taped the polymer-kids together. It's a very vivid and useful teaching model, to actually cross-link the kids together, but as much as it was for them to learn why the gak forms the way it does, it was also for me. By this point in the day, I was tired, stressed, a little pissed at certain kids, and it just felt very good to tape those kids together, to make sure they couldn't run around and knock my things over (the floor is now green thanks to some not so soluble food coloring). A brief moment of catharsis goes a long way.

Now, earlier that morning I had tried the gak recipe to make sure it worked and the proportions were right. It turned out fantastically, and I thought I was set for a pretty easy day. Very, very wrong. The first class I tried it with used a different glue (though it still said Elmer's All-Purpose Glue), and none of them worked. Having a class of 18 disappointed and bored kids is not a good feeling. I frantically spent the recess trying to figure out what the hell went wrong and why nothing was working. I settled on that it must have been the glue was a different type than labeled, or it was too old and the polymer had degraded too far. Either way, after a frantic scramble around the school scooping up any Elmer's glue I could find, the rest of the gak making went fine.

I've also learned children are sneaky. They're supposed to write in their journals after every class session (though 50% of them never have their journal with them). They always want to know how many sentences they have to write. I usually ask them how old they are, and tell them to write 5 regardless of the answer. Most don't really know what a sentence is other than that it ends with a period. So usually a kid will bring up their journal for me to check, I'll tell them that this is only one long sentence. They'll go back, pretend to write more, and bring it back to me. The entry will be the same single long sentence, but dotted occasionally by an additional 4 periods. I'm not teaching English, but I feel the need to spend time with these kids and tell them what a sentence is. Subject. Predicate. As simple as that. Blah blah blah, is not a sentence. Writing "I had fun" is nice and all, but you can't write that 5 times and count that as 5 sentences.

Today was perhaps the sternest I've ever been with the kids. I hate disciplining because it's not in my kind hearted nature to yell and scold, but some of these kids need it really bad. I've begun to pull the "if you don't be quiet, we can't do the experiment" card when they're too noisy. I've also just sat and waited until they decide independently to be quiet. But today, I had to kick it up. I haven't yelled yet, but I can feel myself getting there with some of these kids. I recently reread Machiavelli's The Prince. Contrary to popular belief, Machiavelli said that it is always preferable to seek a populace's adoration and respect, and that such a bond formed from love would produce the most loyal and obedient subjects. But, if and when such a method fails, then fear is the way to go. It's either complete love and adoration, or complete fear. No middle road. I've been trying the first method with these kids, and it works for the most part. Everybody loves Mr. Science. But it's never a bad thing to have Mr. Hyde waiting in the wings to pop out as necessary. I think I'll keep him on retainer for the rest of this program.

And there were some rewards, small though they might be. This program put out it's first newsletter for the parents, and there was a blurb about me (I was the only afternoon teacher they wrote a blurb about!):
A popular class in the afternoon is our Kool Science class taught by Mr. Kelsey Sakimoto. "Mr. Kelsey" or "Mr. Science", as he is known, is a Punahou graduate and currently attending Yale University pursuing a major in chemical engineering. Mr. Sakimoto has varied interests, like playing the accordion, erhu, and many types of woodwind instruments. Mr. Sakimoto relates that his first experience with The Summer Concept is "a lot of work but definitely worth it!"

Now I know I blow a lot of smoke out my ass, but I honestly meant that last sentiment. Though a pain, I can find the small rewards in this job, and cling to those moments. And, hey, it's always nice to be recognized.

Lesson Plans Day 2: Propulsion Methods

I realize how ridiculous making lesson plans for some of the classes are. For the younger kids (3 of the 5 groups), the realistic lesson plans would go something like this:

1) Review Yesterday's Lesson
-"We made paper airplanes! Can we make more paper airplanes?"
-"Long and pointy planes fly farther"
-"Short and fat planes don't fly as far"

2) Get everybody to sit down again.

3)Review Yesterday's Lessons
-"I want to make a pointy one!"
-"Long and pointy planes fly farther"

4)How do propellers work?
-"They spin"
-"They push the air back and make the plane go forward"

5)Why does the balloon fly around when I release it?
-"Can I have a balloon?"
-"They push the air out of its butt"

6)Take everyone to the bathroom

7)Why does the plane move forward?
"IT PUSHES THE AIR BACK!"

8)Why does the balloon fly around?
-"IT PUSHES THE AIR OUT OF ITS BUTT!"

9)Repeat steps 8 and 7 until the end of class.


However, the older classes are simply a treat. The above material which takes the younger classes the entire hour, takes the older kids less than 10 min. I'm continually surprised by the incoming 5th grade class, who seem to know a lot of science as it is. They knew that air was a collection of particles, and even simple Ideal Gas Law relationships. I have high hopes for this class, and hope to be able to do a lot with them.

I've learned that the well known science mantra is very true:
If it's green and slimy, it's Biology.
If it smells, it's Chemistry.
If it doesn't work, it's Physics.

I tried to explain how rockets work. The combustion of the fuel heats the air, causing it to expand push the rocket (somewhat true, and somewhat untrue). In order to demonstrate that making air hotter causes it to expand, I stuck a deflated balloon on the end of a bottle. Normally, this is done with water, which is boiled, and the subsequent steam fills the balloon. But since I'm in a limited classroom space, I decided to use an empty plastic soda bottle, and a hairdryer from home. I had tried this out at home, and it worked fine. After 10 seconds or so of heating the bottle, the little balloon puffed up. However, once I got to the classroom, I ran into a problem I didn't expect. The plastic bottle started to melt, and expand, while the balloon did not. As obscenities started to fill my brain, I came up with a horrible solution: I surreptitiously squeezed the bottle, causing the balloon the puff up. Though I eventually figured out a way to do it, I feel a little guilty at fooling the little kids. But I don't think they really care. All they took away from the experience was "WE GOT TO PLAY WITH BALLOONS!!!". Which really, is fine by me.

Another lesson learned: if you give kids an instruction, like hold on to this balloon and don't let any air out, some will hold on to it so tightly that it will melt the balloon, sealing it shut. I'm constant surprised by how earnest, eager, and excited some of these kids are. Then again, I'm constantly surprised by how difficult most of them choose to make my life.

Tomorrow we will be covering Bernoulli's Principle, qualitatively. This has been done by almost every science educator in the country, and should be a lot easier. I'll post tomorrow specific demonstrations.