Student Assignments

Here is where teachers and students can find jobs that are needed for the Cabo Verde Tenth Island Project.  Most of our students are creating video and audio podcasts.  We welcome traditional papers,Power Point and Keynote presentations.

We welcome students that are illustrators, graphic artists and painter.  Your jobs and learning assignments will come from the enhanced STEM areas of science, technology, engineering, mathematics, visual and performing arts, and the study of foreign languages.   We are starting to explore Portuguese for our students living in the United States.

We welcome your comments.

11 thoughts on “Student Assignments

  1. Assignments 001: We are looking into working with fully programmable robots for the Cabo Verde Tenth Island Project. We need robots with multiple sensors, onboard computer, remote control, a friendly design and lightweight. Power consumption is a concern. At present, we are looking at NAO. It is a research platform used by more than 350 prestigious universities around the world. NAO is used to explore a great variety of research topics. NAO is also provided with a multi-platform and multi-level programming environment with complete documentation. Your job is to complete the investigative journalism necessary to report to the teams at Super School University. Contact:

  2. Assignment 002: Take the time to read the new “World Geography” textbook published by McDougal Littell. ISBN-13-978-0-547-03471-3. Start with the country that you are partnering with. For additional resources be sure to visit

  3. Assignment 004 Chemistry

    What are we going to do with the salt when we change fresh water to salt water? This will be a problem on the island of Santa Luzia, Cape Verde. Does anyone have a solution? We want to start this conversation.

  4. Assignment 005 Marine Biology & Environmental Studies

    Radioactive kelp found

    California Research: CSULB (California State University Long Beach) marine biology professor Steven Manley was featured in an article in the Long Beach Press Telegram Newspaper. The headline read, “Radioactive Kelp Found.”
    This article was found in the Long Beach Press Telegram (Sunday, April 8, 2012.)

    Long Beach- Fish along the Orange County coast may have been affected by radioactivity that fell on California in days after Japan’s 2011 nuclear disaster local CSULB science researchers say.

    Small levels of radioactive isotopes accumulate in seaweed along the local shoreline-through it is not clear what effect this may have on the environment, according to a study by Steven L. Manley, a marine biology professor at Cal State Long Beach.

    Manely and fellow researcher Lowe theorize that the radio active elements blew across the Pacific in winger storm fronts that lashed the California coast shortly after the Fukushima Daiichi reactors blew apart, in the weeks following the massive March 11, 2011, earthquake and tsunami.

    Follow-up work showed varying amounts of low levels of radioactive cesium in seaweed from sample near UC Santa Barbara and UC Santa Cruz, the scientists said. No radioactivity was found in seaweed from Alaska.

    Manley noted that future research into cesium accumulation in kelp is needed, but the graduate programs that support such efforts are in jeopardy due to state budget cutbacks.

    Kids Talk Radio Science Questions:

    What message does this send to the Cabo Verde Tenth Island Project energy steering committees?

    Who wants to continue this line of research?

    Who would like to travel to Southern California to follow this line of research on Catalina Island?

    What are your thoughts?

  5. Assignment 006: Calculus: Where are hurricanes born? The answer is off the coast of Cape Verde. Santa Luzia Island , Cape Verde is right in the middle of all the action. This could be a very strategic place for an international weather station. Lets explore some facts.

    Hurricanes: In 2005, hurricane Katria struck the Gulf Coast of the United States killing 1289 people and causing an estimated $200 billion in damage. The following data represents the number of major hurricane strikes in the United States (category 3,4, or 5) each decade from 1921 to 2000. (Source: national Oceanic & Atmospheric Administration)

    Decade, X Major Hurricanes Striking United States, H
    1920-1930 1 5
    1931-1940 2 8
    1941-1950 3 10
    1951-1960 4 8
    1961-1970 5 6
    1971-1980 4 4
    1981-1990 5 5
    1991-2000 5 5

    Your assignments for helping our deep to gain a deeper understand of Calculus and the Cape Verde Islands.
    1. Draw a scatter diagram of the data. Comment on the type of reaction that may exist between the two variables.
    2. Use a graphing utility to find the cubic function of best fit that models the elation between decade and number of major hurricanes.
    3. Use the model found in part (b) to predict the number of major hurricanes that struck the United States between 1961 and 1970.
    4. With a graphing utility, draw a scatter diagram of the date and then graph the cubic function of best fit on the scatter diagram.
    5. Concern has risen about the increase in the number and intensity of hurricanes, but some scientists believe this is just a natural fluctuation that could last another decade or two. Use your model to predict the number of major hurricanes that will strike the United States between 2001 and 2010. Does your result appear to agree with what these scientists believe?
    6. Create your own word problems and add them to this list.
    7. How can we create a discussion and some additional writing on the topic of polynomial and rational functions? What will it take to get the general public to understand what we are trying to do?
    8. What are other ways that we can relate our study of calculus to the Cabo Verde Tenth Island Project?

    Expanding Your Reading on Cape Verde Hurricanes:

    The Cape Verde region is a set of islands just off western Africa. Hurricanes that form in this region are referred to as Cape Verde storms. These hurricanes have a long trajectory over warm oceans — which are ideal conditions for hurricane intensification. Many Cape Verde storms move through the Caribbean and then enter the Gulf of Mexico or affect the East Coast. Others curve north into the open Atlantic. Cape Verde storms are often extremely intense hurricanes, because they have a long time to develop before they reach the US mainland.

    Visit Climate Central’s Hurricane Feature for more videos, blogs and articles about the 2010 Hurricane Season.

    Credits: NASA, NOAA

    Posted in Climate, Extremes, Hurricanes, Oceans & Coasts

    Related Scientist

    Greg Holland Greg Holland – Dr. Greg Holland is the director of the Mesoscale and Microscale Meteorology Division, Earth and Sun Systems Laboratory, at the National Center for Atmospheric Research in Boulder, Colorado. He is also the principal investigator for the Hurricane Intensity Forecasting and Impacts Projection Initiative (HiFi).

  6. Assignment: 007
    Cabo Verde Tenth Island Project Job Lists for Student Backpack Scientists

    Science: Biology Jobs

    The teachers, scientists, and community advisors are looking for students that are willing to write stories, conduct research, create audio and video podcasts, short videos, create illustration, have audio conversations, write and present papers, create Power Point presentations, create paintings, drawings and illustrations, conduct research, conduct interviews, conduct investigative research, use augmented reality software, virtual reality software, gamming software, virtual reality software and any form of creative expression to assist our STEM team.

    Goal: We are using the uninhabited island of Santa Luzia, Cape Verde as our virtual science lab. We need to build a city, science lab, housing units, harbors, a science sailing ship, farms and gardens to grow food, energy plants, wind farms, and anything necessary for our teams to work and live on Santa Luzia, Cape Verde.

    What want to hear your creative ideas? What do we need to do to create the worlds most perfect science center on an uninhabited island?

    The following STEM projects and job are listed in the hopes that they will spark your creativity.


    Biology Department

    • Testing for Acids, Bases, and pH
    • What is the relationship between science and society?
    • How should we grow our own food?
    • How can we study biology on our uninhabited island?
    • How can we create a stable environment?
    • How do we protect our new island?
    • How should we conduct biological investigations?
    • How can we protect our plants?
    • How can we protect our animals?
    • How can the study of ecology help on our island?
    • Create podcasts on Biotic and Abiotic factors
    • Report about energy flow in ecosystems
    • Podcast about cycles of matter.
    • Cabo Verde Water Cycle
    • Report on technology and biology
    • How do we create a real world science lab?
    • How do we build a backpack science lab?
    • Talk about ecosystems and communities?
    • How do we protect the island of Santa Luzia?
    • Podcast about climate.
    • Podcast about biomes.
    • Podcast about aquatic ecosystems.
    • Podcast about Cabo Verde Hurricanes.
    • Create a visual analogy about the Greenhouse Effect.
    • Podcast about climate zones.
    • Podcast about niches and community interactions.
    • Podcast about possible future biology careers on the island of Santa Luzia, Cape Verde.
    • Talk about nature photography for the Cabo Verde Tenth Island Project.
    • Report on biological succession.
    • Report about Cabo Verde’s ecosystem.
    • Report about your aquatic ecosystem and the aquatic ecosystem of Cape Verde.
    • How do we manage human and animal. populations on our new island?
    • What can be done to control invasive animals on land and at sea?
    • How do will balance plant and animal growth on our island?
    • How will our daily activities effect our new island environment?
    • What will be the effect of our human activity on the island of Santa Luzia, Cape Verde?
    • Podcast about sustainable development
    • Podcast about renewable resources and nonrenewable resources.
    • Podcast about using resources wisely
    • Podcast about biodiversity
    • How can we meet the ecological challenges of living on Santa Luzia Island?
    • Podcast about photosynthesis
    • Compare photosynthesis and cellular respiration
    • If you were Darwin’s voyage to Cape Verde what would you report on?
    • How can populations evolve to form new species on our new island?
    • Podcast about the ecology of the whales of Cabo Verde.
    • How can we grow plants on our new uninhabited island?
    • Podcast about plants, seedless plants, seed plants and flowering plants.
    • Create some biological illustrations that will help students to understand about the island of Santa Luzia.
    • What can you teach other students about roots?
    • Create a podcast about the three main functions of stems.
    • Create a podcast the talks about how the structure of a leaf adapts to make photosynthesis more efficient.
    • Create an illustration that show the anatomy of a leaf.
    • What are the major forces that transport water in a plant?
    • Create a podcast that will help to explain what drives the movement of fluid through phloem tissue in a plant?
    • Create a podcast that will help our team to understand plant reproduction and response. We want to understand more about growth, development and reproduction so that we might be able to grow plants on Santa Luzia Island.
    • We need to get a deeper understanding of the reproduction of flowing plants on the island of Santa Luzia and in your own backyard. You must compare and contracts for our STEM teams.
    • What is vegetative reproduction? Explain this in a short podcast.
    • Help our team to understand what role plant hormones play.
    • What crops will be the major food supply for our scientists on the island of Santa Luzia, Cape Verde?
    • Report on the animals on the Cape Verde Island. Contact the students at the University of Cape Verde for additional help?
    • Report on what animals do to survive.
    • Report about seasonal behavior of green sea turtles and other turtles that visit Cape Verde.
    • What are our defenses against infection on the Cabo Verde Islands?
    • Podcast about keeping bees on the Cabo Verde Islands.
    • What other jobs could help the Cabo Verde Tenth Island Project.


    Scientists use the scientific method to answer questions. They have a five-step process, or algorithm. This is their basic roadmap for discovery and understanding. You new software called “Backpack Scientists” has the scientific method built into the software. This will help you while you are working on the Cabo Verde Tenth Island Project.

    Comments or questions:

  7. Kids Talk Radio Science: (STEM) Soil Sample Conversations (Africa) Ethiopia

    What can you do to continue this conversation?

    Accelerated soil erosion leads to sedimentation in reservoirs and a decline in their life span. As many reservoirs in northern Ethiopia are dry at the end of the dry season, we were able to evaluate the potential of using reservoir sediments for land reclamation. Stripped land from which construction material for the reservoirs had been excavated was covered with 0, 15 and 30 cm of sediment and planted with a local garlic cultivar (Allium sativum). The applied reservoir sediments had low to medium organic C and total N contents and were high in available P and exchangeable cations. The yield of garlic increased with additional available water and the application of sediments. The results show that total biomass and bulb yield were three times higher on the reclaimed plots than on the control ones (11.7 t/ha vs. 3.6 t/ha for the biomass; 7.7 t/ha vs. 2.0 t/ha for the yield). When sediment transport and labour costs were taken into account, plots with 15 cm of sediments had in the first cropping season a cost-benefit ratio of 3, whilst those with 30 cm had a cost-benefit ratio of 0.9. This study demonstrates that the use of relatively small quantities of reservoir sediments is an economically viable strategy for land reclamation. The result can be improvement in income for resource-poor farmers by as much as 76%, and the life expectancy of the reservoirs is also increased.

    Contact Bob Barboza or your STEM advisor:

  8. Kids Talk Radio Backpack Scientists: Science Conversations for Gifted and Talented Students: Soil Experiments

    What can you add to this conversation?

    Nitrous oxide (N2O) is a potent greenhouse gas, and nitrate () is a water contaminant. In grazed grassland, the major source of both leaching and N2O emissions is nitrogen (N) deposited in animal excreta, particularly in the urine. The objective of this study was to determine the effectiveness of two nitrification inhibitors: (i) a solution of dicyandiamide (DCD) and (ii) a liquid formulation of 3,4-dimethylpyrazole phosphate (DMPP) for reducing N2O emissions and leaching from urine patch areas in two grazed pasture soils under different environmental conditions. In the Canterbury Templeton soil, the nitrification rate of ammonium from the animal urine applied at 1000 kg N/ha was significantly decreased by the application of DCD (10 kg/ha) and DMPP (5 kg/ha). N2O emissions, measured over a 3-month period, from dairy cow urine applied to the Canterbury Templeton soil were 1.14 kg N2O-N/ha, and this was reduced to 0.43 and 0.39 kg N2O-N/ha by DCD and the liquid DMPP, respectively. These are equivalent to 62–66% reductions in the total N2O emissions. Nitrate leaching losses from dairy cow urine applied to the Waikato Horotiu soil lysimeters were reduced from 628.6 kg -N/ha to 400.6 and 451.5 kg -N/ha by the application of DCD (10 kg/ha) or DMPP (1 kg/ha), respectively. There was no significant difference between the DCD solution and the liquid DMPP in terms of their effectiveness in reducing N2O emissions or leaching under the experimental conditions of this study. These results suggest that both the liquid formulations of DCD and DMPP have the potential to be used as nitrification inhibitors to reduce N2O emissions and leaching in grazed pasture soils.

    Send your comments and schedule a science talk on Kids Talk Radio.

    Contact Bob Barboza:

  9. Kids Talk Radio Cabo Verde Tenth Island Project STEM Podcasts Series:

    Who can join the conversation on Kids Talk Radio? Advanced STEM Topics

    The electromagnetic induction (EMI) Geonics EM38 (G-EM38) and Dualem 1S (D-1S) sensors are used frequently for assessment of soil salinity and other soil characteristics in irrigated agriculture. We compared these two sensors to determine whether they could be used interchangeably for the measurement of apparent soil electrical conductivity (ECa) in horizontal (ECa-h) and vertical (ECa-v) coil receiver modes. Readings were taken at 201 locations identified in three irrigation districts in both modes, and statistical comparisons were made on the raw data and from maps of a 2-ha irrigated field made using 1680 horizontal mode readings. Both sensors gave the same ECa-v readings (mean G-EM38 and D-1S difference = 0), whereas the ECa-h readings were slightly greater with the Geonics EM38 than with the Dualem D-1S (mean difference = 0.075 and 0.05 dS/m for the 201 and 1680 observations, respectively). The degree of coincidence between both sensors for soil profile ECa classification was acceptable: 82% for normal profiles (i.e. ECa-h/ECa-v 1.1). In practical terms, Geonics EM38 and Dualem 1S sensors could be used interchangeably with similar or very close results.

    Contact: Bob Barboza,

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