Reach Beyond the Science Classroom with Online Tools Few disciplines require the successful fusion of so many diverse skills as science. These skills include question formation, research, data collection, data analysis, and communication. Science instructors utilize multiple tools and techniques to infuse content into the acquisition of these skills. While laboratory exercises, research, and group discussion and presentation activities occur in all effective science classrooms, today's teachers have access to powerful technological tools which can enhance these learning experiences, tools which were not available in classrooms only a few years ago. Scientists seamlessly integrate technology into their work. Gathering and analyzing data and sharing findings with others can be accomplished more efficiently using technology. The potential benefits for students and teachers who utilize technological resources in science are enormous. From providing access to equipment and data unavailable in most classrooms, to furnishing opportunities for communication with scientists and other students across the country and even the world, powerful online tools can stimulate and motivate students to learn as never before. Three of the most exciting and potentially beneficial applications currently available include image processing tools, simulations, and interactive outreach projects which involve students and scientists from across the globe. Image Processing Image processing involves examining and working with images to learn more about what they represent. Consider, for example, how a detailed, real-time view of a hurricane could be used to enhance meteorology instruction. By enhancing, manipulating, or even animating this image, students can investigate and collect measurable data about variables including size, speed, distance, and storm track. Are students learning about global climatic change? Images that illustrate the extent of snow and ice coverage over given areas can help students understand meteorology on a more global scale. This type of online tool makes possible a ground-breaking instructional shift. Not only is the equipment to obtain these types of images first-hand unavailable in most schools, but the opportunity to view them in real time is nonexistent without the Web. Compare these advantages with studying static images from print material alone, and the difference is staggering. Consider the following Web sites as you search for applicable image processing tools and images. Multimission Image Processing Laboratory http://www-mipl.jpl.nasa.gov/ General Science/Biology Files for the Mac/PC http://science.exeter.edu/jekstrom/Web/ij.html HIPR2 Image Library http://www.dai.ed.ac.uk/HIPR2/library.htm NSF Science and Technology Center for Computer Graphics and Scientific Visualization http://www.cs.brown.edu/stc/ Caltech Biological Imaging Center http://bioimaging.caltech.edu/ Simulations Virtual experiments cannot replace traditional laboratory experiences. However, some interesting and relevant questions are difficult or even impossible to investigate in the traditional laboratory setting. For example, studying the changes in momentum and velocity which occur when a truck and car collide, is not viable in the classroom. Due to budgetary or other restrictions, even a frog dissection might not be possible in some schools. Simulations offer an interesting and often quite realistic way to examine content best acquired through hands-on experience. There are many advantages to using online simulations. They can provide access to equipment not available in most classrooms, and can mimic the behavior of objects or situations which may be too dangerous, too large, or too small to be studied in the lab. In addition, students are often highly motivated by computer simulations, increasing the desire to learn and the capability for retention. These resources for online simulations will prove helpful as you begin your search. Physics Web Interactive Experiments http://physicsweb.org/resources/Education/Interactive_experiments/ Listing of science simulations through the Metropolitan Association for Teachers of Science http://www.hal-pc.org/~clement/science.htm The Whole Frog Project (Lawrence Berkeley National Laboratory) http://www-itg.lbl.gov/ITG.hm.pg.docs/Whole.Frog/Whole.Frog.html Sport Science at the Exploratorium http://www.exploratorium.edu/sport/index.html Interactive Outreach Projects Scientists rarely work in isolation. Communication and collaboration with others conducting similar kinds of experimentation are crucial components of scientific study. A wide variety of projects are available online which allow students to interact and share data with other students and professionals worldwide. When students share questions, data, and conclusions with others, they achieve the sense of connection felt by all scientists doing research on specific topics. Additionally, becoming part of a large-scale project reinforces the concept that science is used to solve real problems. The variety of free, online projects available is extraordinary. Students can become involved in projects ranging from comparisons of local ecosystems to measuring changes in the Earth's magnetic field to conservation of resources and investigation of endangered species. The following Web sites will prove helpful in selecting a project that is right for you and your students. Pathfinder Science http://www.pathfinderscience.net/ The Bugscope Project http://bugscope.beckman.uiuc.edu/ The Jason Project http://www.jasonproject.org/ Roadkill 2003 http://www.edutel.org/roadkill/ Journey North: A Global Study of Wildlife Migration http://www.learner.org/jnorth/ Conclusion The sheer volume of available online tools for enhancing science instruction can make searching for the perfect tool a daunting task. Try not to be overwhelmed. Start by adding one simulation to an existing lesson, or perhaps let students experiment with a single image. As your confidence grows, so will your repertoire of technological tools. The more experience students gain in using online tools, the greater their understanding of the connections between science, technology, discovery, and communication will be.