The opportunity to ask questions of the men and women researching weather and climate, and to receive back individual answers via e-mail will be active from March 1, 2000 through May 30, 2000. Some of the answers will be from researchers seen in the video programs and some from their colleagues. Replies should come within a week or two!

   What's the difference between ON-AIR and RESEARCHER Q&A? The former is active ONLY during the video broadcasts and for one hour thereafter. RESEARCHER Q&A is not time-dependent. Students may submit questions at any time. LFSTORM will acknowledge and answer all questions as quickly as possible so that students know their inquiry is not lost in cyberspace.

   PASSPORT TO KNOWLEDGE is very grateful to all the researchers at all participating NOAA and NASA sites, and other expert volunteers, for generously contributing their time and knowledge to support this unique service. Q&A pairs will be archived online (without student Internet addresses or full names to ensure privacy) to form a growing database. To ensure equitable access to this unique opportunity there'll be a limit of 25 questions per classroom.

   (Teachers, please review the "TIPS FOR TEACHERS ABOUT USING RESEARCHER Q&A" for some practical advice about how to make this a positive learning experience for your students--and to maximize the necessarily limited time of our experts!)


RESEARCHER Q&A will be (inter)active from March 1 through May 30, 2000.


(inter)active through May 30, 2000

   The following provides guidelines and procedures (primarily to inform teachers) designed to make the Q&A process productive and practical for all concerned.

   Each and every expert is excited about connecting with you and your students. But it is important to remember that the time and energy of these researchers is extremely valuable. If possible, please review the materials available online, at this site or those linked to it, to gain an overall understanding of their research, and the places where they work. (For example, see SITE TOURS.) It would be best to ask questions that are not easily answered elsewhere. For example, "What happens when two air masses meet?" would not be an appropriate question, since the answer can easily be found in the videos, on the website and in just about any textbook. However the question, "What's the difference between what happens when moist air from the Gulf and dry air from the mountains meets over the Plains, and what we happens when we see blizzards over the East Coast?" would be a great question-even if taxing to any expert!

   We recognize that this creates a gray area about whether or not a question is appropriate. Use your best judgment. For example, a question that led to one of the liveliest and most memorable interactions during LIVE FROM ANTARCTICA might easily have been rejected by those following our advice too slavishly: "Do penguins have knees?" Since the main idea of P2K's LIVE FROMS THE STORM project is to excite students about the wonders of science and research, please err on the side of having students participate. If you are not sure whether or not to send a question, send it.

   Some teachers have used class discussion to refine questions before they submit them to the experts. For example, after first studying LIVE FROMS THE STORM materials and doing some Activities, students can divide up into groups and create several questions per group. All of the questions can then be shared with the whole class, and students can be challenged to find answers to their classmates' questions from local resources. Those questions which remain unanswered or seem particularly interesting can then be sent along to the LIVE FROMS THE STORM team.

   Ideally, the act of formulating and then posing questions is itself a learning experience. It may help to think back to an early stage of a child's development when 3 year-olds learn that simply repeating the word "why?" can get parents to do most of the work in a conversation. The wise parent will try to get their child involved (and break the WHY train!) by asking, "And WHY do YOU want to know?" The same is true in the classroom. Teachers might use the incentive of making contact with real world researchers to motivate students to learn to ask good questions.

   Here are three things students might ask themselves as they prepare their questions:

  1. What do I want to know?
  2. Can this information be found in a resource that I could easily check (such as a school encyclopedia, whether print or CD-ROM)?
  3. Why do I want to know it? (What will I do with the information? How will I use what I learn?)

The last question is the most interesting. Student reflection on why they want to know something is a very valuable learning experience. Have students record their questions in their WEATHERLogs and enter answers received from any component of LFSUN answers from experts, the videos, or from hands-on Activities suggested in the Teacher's Guide.

Some additional procedures to make things run smoothly:

One question per message:
We ask that you please send each unrelated question in a separate message rather than as one message with many different questions. While this may be inconvenient, it is important because it will help us make sure your question goes to the correct researcher and--we hope--that no question remains unanswered.

25 question limit:
Any individual teacher will be limited to submitting a total of 25 questions per class. We hope this will encourage more discussions about what students really want to know and will lead to research being done before asking questions.

Searching question/answer pairs:
Please check the RESEARCHER Q&A and ON-AIR archives to make sure your question has not already been answered.

Submit Questions