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• The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

• I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

• Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

• A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

• National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

• National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

• Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

Industrial meatpacking plants in countries all over the world (USA, Germany, Australia) have all become hotspots of COVID-19 (Link). 

The close proximity in which workers working in such plants, the gruelling hours, the lack of access to healthcare among workers (many of whom are immigrants, refugees and POCs), are all reasons why such plants have emerged as hotspots. This Propublica article talks about the amont of preparation that such an industry has for pandemic flu outbreaks that could wipe out animals, but failed to do the same for their workers (Link). Moreover, our desire of meat (bad for the environment and unsustainable), has resulted in these companies having a tremendous amount of clout which allowed some to go over the heads of local officials as the ProPublica article reports. 

A well publicised Harvard study reported an association between long-term exposure to fine particulate matter (PM2.5) and COVID-19 deaths (Link). Another recent study that consider multiple pollutants found a signficiant association between nitrogen dioxide (NO2), a traffic-related pollutant and COVID-19 deaths, and not PM2.5 (Link).

Air pollution and COVID-19 have intersected in other ways. The decreases in air pollution due to the lockdown were seen as one of the few silver linings of the crisis (Link). Although early optimism has been dashed as air pollution levels have jumped right back up in China (Link) and other places when the lockdown was lifted. Some may say that under the cover of COVID-19, the Trump administration also rolled back several environmental regulations (Link), and it is unclear yet what the long-term effects of such rollbacks will be.

Air pollution is also a carrier of COVID-19 (Link), and researchers have been investigating the transmission of the virus by simulating mundane activities such as speaking in the elevator and even flushing a toilet.

Some of the other ways however, in which air pollution and COVID-19 will intersect are at infrastructure such as warehouses, which we will see increase as more and more people move to shopping online. Already in the recent pasts of the building of massive warehouses have been challenged for environmental justice reasons, as they tend to be built in poor, minority communities and result in heavy freight traffic, which in turn burdens such communities with increased pollution (Link1, Link2). Amazon employees themselves have documented the nature of siting of warehouses (Link), and it is likely to become an even more fraught site of contention as we move forward.

Before our tour at the Weldon Springs Interpretative Center, we were asked not to take any pictures of our tour guide nor of other employees. To be recorded publically, they would have had to obtain an official media clearance. The photo points to these limits, with the metal arch obscuring the group as it listens to the guide. In consequence, there are at least two aspects that should be retained in our written record. First were the upbeat style and delivery of our male guide, that shaped our experience of the exhibition. Our group asked him about his educational background and he briefly explained the process to become a certified interpreter. Second is the fact that we were being accompanied and followed around by a group of about six representatives of the Department of Energy. Our group came to agree that this number and associated costs are significant, pointing towards the attention that our (probably usual?) international group of scholars drew. It might have been curiosity or slight hostility, it's hard to tell, also because we didn't ask them directly. The image certainly captures some lessons and dynamics what it means to visit an educational fieldsite with a larger group in contrast to the 'lone fieldworker.'

The Tribute to the Mallinckrodt Uranium Workers is perhaps the most reflexive display in the Interpretive Center at Weldon Springs. By listing the names of the Mallinckrodt employees and acknowledging their sacrifices, the tribute at least intimates how the toxic process of uranium refinement, including the secrecy and deceit that surrounded it, impacted the lives of the local community. And yet, given the juxtaposition of the exhibit next to the "Timeline of the Nuclear Age" and an encompassing display on "The Process" of refinement, the critical nuance of this quotidian, human level is muddled by both the macro events of history and the micro details of scientific practice. It is also worth noting that in the online tour of the exhibit, the purpose and the meaning of the tribute bears no mention all. An image of the arch is provided, but not a single bit of context as to what it signifies. Instead, what we are given access to is only the timeline, the process description, and a romanticized version of the Mallinckrodt story taken from a tour guide that was written in 1959.