science essay rubrics

• Basics for GSIs
• Advancing Your Skills

Examples of Rubric Creation

Creating a rubric takes time and requires thought and experimentation. Here you can see the steps used to create two kinds of rubric: one for problems in a physics exam for a small, upper-division physics course, and another for an essay assignment in a large, lower-division sociology course.

Physics Problems

In STEM disciplines (science, technology, engineering, and mathematics), assignments tend to be analytical and problem-based. Holistic rubrics can be an efficient, consistent, and fair way to grade a problem set. An analytical rubric often gives a more clear picture of what a student should direct their future learning efforts on. Since holistic rubrics try to label overall understanding, they can lead to more regrade requests when compared to analytical rubric with more explicit criteria. When starting to grade a problem, it is important to think about the relevant conceptual ingredients in the solution. Then look at a sample of student work to get a feel for student mistakes. Decide what rubric you will use (e.g., holistic or analytic, and how many points). Apply the holistic rubric by marking comments and sorting the students’ assignments into stacks (e.g., five stacks if using a five-point scale). Finally, check the stacks for consistency and mark the scores. The following is a sample homework problem from a UC Berkeley Physics Department undergraduate course in mechanics.

Homework Problem

Learning objective.

Solve for position and speed along a projectile’s trajectory.

Desired Traits: Conceptual Elements Needed for the Solution

• Decompose motion into vertical and horizontal axes.
• Identify that the maximum height occurs when the vertical velocity is 0.
• Apply kinematics equation with g as the acceleration to solve for the time and height.
• Evaluate the numerical expression.

A note on analytic rubrics: If you decide you feel more comfortable grading with an analytic rubric, you can assign a point value to each concept. The drawback to this method is that it can sometimes unfairly penalize a student who has a good understanding of the problem but makes a lot of minor errors. Because the analytic method tends to have many more parts, the method can take quite a bit more time to apply. In the end, your analytic rubric should give results that agree with the common-sense assessment of how well the student understood the problem. This sense is well captured by the holistic method.

Holistic Rubric

A holistic rubric, closely based on a rubric by Bruce Birkett and Andrew Elby:

[a] This policy especially makes sense on exam problems, for which students are under time pressure and are more likely to make harmless algebraic mistakes. It would also be reasonable to have stricter standards for homework problems.

Analytic Rubric

The following is an analytic rubric that takes the desired traits of the solution and assigns point values to each of the components. Note that the relative point values should reflect the importance in the overall problem. For example, the steps of the problem solving should be worth more than the final numerical value of the solution. This rubric also provides clarity for where students are lacking in their current understanding of the problem.

Try to avoid penalizing multiple times for the same mistake by choosing your evaluation criteria to be related to distinct learning outcomes. In designing your rubric, you can decide how finely to evaluate each component. Having more possible point values on your rubric can give more detailed feedback on a student’s performance, though it typically takes more time for the grader to assess.

Of course, problems can, and often do, feature the use of multiple learning outcomes in tandem. When a mistake could be assigned to multiple criteria, it is advisable to check that the overall problem grade is reasonable with the student’s mastery of the problem. Not having to decide how particular mistakes should be deducted from the analytic rubric is one advantage of the holistic rubric. When designing problems, it can be very beneficial for students not to have problems with several subparts that rely on prior answers. These tend to disproportionately skew the grades of students who miss an ingredient early on. When possible, consider making independent problems for testing different learning outcomes.

Sociology Research Paper

An introductory-level, large-lecture course is a difficult setting for managing a student research assignment. With the assistance of an instructional support team that included a GSI teaching consultant and a UC Berkeley librarian [b] , sociology lecturer Mary Kelsey developed the following assignment:

This was a lengthy and complex assignment worth a substantial portion of the course grade. Since the class was very large, the instructor wanted to minimize the effort it would take her GSIs to grade the papers in a manner consistent with the assignment’s learning objectives. For these reasons Dr. Kelsey and the instructional team gave a lot of forethought to crafting a detailed grading rubric.

Desired Traits

• Use and interpretation of data
• Reflection on personal experiences
• Application of course readings and materials
• Organization, writing, and mechanics

For this assignment, the instructional team decided to grade each trait individually because there seemed to be too many independent variables to grade holistically. They could have used a five-point scale, a three-point scale, or a descriptive analytic scale. The choice depended on the complexity of the assignment and the kind of information they wanted to convey to students about their work.

Below are three of the analytic rubrics they considered for the Argument trait and a holistic rubric for all the traits together. Lastly you will find the entire analytic rubric, for all five desired traits, that was finally used for the assignment. Which would you choose, and why?

Five-Point Scale

Three-point scale, simplified three-point scale, numbers replaced with descriptive terms.

For some assignments, you may choose to use a holistic rubric, or one scale for the whole assignment. This type of rubric is particularly useful when the variables you want to assess just cannot be usefully separated. We chose not to use a holistic rubric for this assignment because we wanted to be able to grade each trait separately, but we’ve completed a holistic version here for comparative purposes.

Final Analytic Rubric

This is the rubric the instructor finally decided to use. It rates five major traits, each on a five-point scale. This allowed for fine but clear distinctions in evaluating the students’ final papers.

[b] These materials were developed during UC Berkeley’s 2005–2006 Mellon Library/Faculty Fellowship for Undergraduate Research program. Members of the instructional team who worked with Lecturer Kelsey in developing the grading rubric included Susan Haskell-Khan, a GSI Center teaching consultant and doctoral candidate in history, and Sarah McDaniel, a teaching librarian with the Doe/Moffitt Libraries.

Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Fall 2022)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper, single-point rubric, more examples:.

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

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Science Rubrics

Exemplars science material includes standards-based rubrics that define what work meets a standard, and allows teachers (and students) to distinguish between different levels of performance.

Our science rubrics have four levels of performance: Novice , Apprentice , Practitioner (meets the standard), and Expert .

Exemplars uses two types of rubrics:

• Standards-Based Assessment Rubrics are used by teachers to assess student work in science. (Exemplars science material includes both a general science rubric as well as task-specific rubrics with each investigation.)
• Student Rubrics are used by learners in peer- and self-assessment.

Assessment Rubrics

Standards-based science rubric.

This rubric is based on science standards from the National Research Council and the American Association for the Advancement of Science.

K–2 Science Continuum

This continuum was developed by an Exemplars workshop leader and task writer, Tracy Lavallee. It provides a framework for assessing the scientific thinking of young students.

Student Rubrics

Seed rubric.

This rubric is appropriate for use with younger children. It shows how a seed develops, from being planted to becoming a flowering plant. Each growth level represents a different level of performance.

What I Need to Do

While not exactly a rubric, this guide assists students in demonstrating what they have done to meet each criterion in the rubric. The student is asked in each criterion to describe what they need to do and the evidence of what they did.

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iRubric: Science Essay rubric

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Free printable Mother's Day questionnaire 💐!

15 Helpful Scoring Rubric Examples for All Grades and Subjects

In the end, they actually make grading easier.

When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.

What is a scoring rubric?

In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)

A rubric generally has three parts:

• Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
• Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
• Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.

Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.

Learn more about why and how to use a rubric here.

Types of Rubric

There are three basic rubric categories, each with its own purpose.

Holistic Rubric

Source: Cambrian College

This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.

Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.

Analytic Rubric

Source: University of Nebraska

Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.

Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.

Learn more about analytic rubrics here.

Developmental Rubric

Source: Deb’s Data Digest

A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.

Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.

Learn how to use developmental rubrics here.

Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.

Elementary School Rubric Examples

These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.

Reading Fluency Rubric

You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).

Learn more: Teacher Thrive

Reading Comprehension Rubric

The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.

Learn more: Pawprints Resource Center

Written Response Rubric

Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.

Learn more: Dianna Radcliffe: Teaching Upper Elementary and More

Interactive Notebook Rubric

If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.

Learn more: Classroom Nook

Project Rubric

Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.

Learn more: Tales of a Title One Teacher

Behavior Rubric

Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.

Learn more: Teachers.net Gazette

Middle School Rubric Examples

In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.

Argumentative Writing Rubric

Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.

Learn more: Dr. Caitlyn Tucker

Role-Play Rubric

Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.

Learn more: A Question of Influence

Art Project Rubric

Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.

Source: Art Ed Guru

Diorama Project Rubric

You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.

Learn more: Historyourstory.com

Oral Presentation Rubric

Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.

Learn more: Bright Hub Education

High School Rubric Examples

In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.

Presentation Rubric

Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.

Learn more: Michael A. Pena Jr.

Debate Rubric

Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.

Learn more: Education World

Project-Based Learning Rubric

Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.

Learn more: Free Technology for Teachers

100-Point Essay Rubric

Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.

Learn more: Learn for Your Life

Drama Performance Rubric

If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.

Learn more: Chase March

How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25 of the best alternative assessment ideas ..

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Sample Essay Rubric for Elementary Teachers

• Grading Students for Assessment
• Lesson Plans
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Special Education
• Homeschooling
• M.S., Education, Buffalo State College
• B.S., Education, Buffalo State College

An essay rubric is a way teachers assess students' essay writing by using specific criteria to grade assignments. Essay rubrics save teachers time because all of the criteria are listed and organized into one convenient paper. If used effectively, rubrics can help improve students' writing .

How to Use an Essay Rubric

• The best way to use an essay rubric is to give the rubric to the students before they begin their writing assignment. Review each criterion with the students and give them specific examples of what you want so they will know what is expected of them.
• Next, assign students to write the essay, reminding them of the criteria and your expectations for the assignment.
• Once students complete the essay have them first score their own essay using the rubric, and then switch with a partner. (This peer-editing process is a quick and reliable way to see how well the student did on their assignment. It's also good practice to learn criticism and become a more efficient writer.)
• Once peer-editing is complete, have students hand in their essay's. Now it is your turn to evaluate the assignment according to the criteria on the rubric. Make sure to offer students examples if they did not meet the criteria listed.

Informal Essay Rubric

Formal essay rubric.

• Rubrics - Quick Guide for all Content Areas
• How to Create a Rubric in 6 Steps
• Writing Rubrics
• What Is a Rubric?
• Rubric Template Samples for Teachers
• Holistic Grading (Composition)
• Scoring Rubric for Students
• How to Make a Rubric for Differentiation
• Create Rubrics for Student Assessment - Step by Step
• A Simple Guide to Grading Elementary Students
• How to Write a Philosophy of Education for Elementary Teachers
• Tips to Cut Writing Assignment Grading Time
• Assignment Biography: Student Criteria and Rubric for Writing
• Creating and Scoring Essay Tests
• 5 Types of Report Card Comments for Elementary Teachers
• How Scaffolding Instruction Can Improve Comprehension

Physical Review Letters

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Essay: Quantum Sensing with Atomic, Molecular, and Optical Platforms for Fundamental Physics

Jun ye and peter zoller, phys. rev. lett. 132 , 190001 – published 7 may 2024.

• No Citing Articles
• Introduction.—
• Emerging quantum technologies based on…
• Connections and application to…
• Connection and applications to condensed…
• Connection and applications to…
• Theory connections between quantum…
• Concluding remarks.—
• ACKNOWLEDGMENTS

Atomic, molecular, and optical (AMO) physics has been at the forefront of the development of quantum science while laying the foundation for modern technology. With the growing capabilities of quantum control of many atoms for engineered many-body states and quantum entanglement, a key question emerges: what critical impact will the second quantum revolution with ubiquitous applications of entanglement bring to bear on fundamental physics? In this Essay, we argue that a compelling long-term vision for fundamental physics and novel applications is to harness the rapid development of quantum information science to define and advance the frontiers of measurement physics, with strong potential for fundamental discoveries. As quantum technologies, such as fault-tolerant quantum computing and entangled quantum sensor networks, become much more advanced than today’s realization, we wonder what doors of basic science can these tools unlock. We anticipate that some of the most intriguing and challenging problems, such as quantum aspects of gravity, fundamental symmetries, or new physics beyond the minimal standard model, will be tackled at the emerging quantum measurement frontier.

Part of a series of Essays which concisely present author visions for the future of their field .

• Received 28 March 2024

DOI: https://doi.org/10.1103/PhysRevLett.132.190001

Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Physics Subject Headings (PhySH)

• Research Areas

Authors & Affiliations

• JILA, National Institute of Standards and Technology, and Department of Physics, University of Colorado, Boulder, Colorado 80309, USA
• Institute for Theoretical Physics, University of Innsbruck, 6020 Innsbruck, Austria and Institute for Quantum Optics and Quantum Information, Austrian Academy of Sciences, 6020 Innsbruck, Austria

Article Text

Vol. 132, Iss. 19 — 10 May 2024

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Quantum system design and engineering to open new frontiers for quantum sensing. (a) A quantum network that links individual clocks in space with enhanced performance and security based on their entangled quantum states. The optimal use of global resources and quantum-enabled precision and accuracy also represent a unique long-baseline observatory for fundamental physics [ 6 ]. (b) A Wannier-Stark optical lattice where clock (spin) and atom interferometer (motion) are integrated into a single quantum platform [ 7 ]. Cavity-QED-based entanglement generation will further enhance the probing of clock frequency, coherence, and gravity [ 8 ]. (c) A new monolithic ion trap configuration allows a two-dimensional arrangement of laser-cooled ions for quantum simulations of spin models and increased sensing capabilities [ 9 ]. (d) A tweezer array of neutral atoms that enable any-to-any connectivity among hundreds of atomic qubits with universal local single-qubit rotations and high-fidelity two-qubit Rydberg gates. Fast midcircuit readout and feedforward can be implemented together with parallel transport in reconfigurable array architecture [ 10, 11 ]. (e) The generation of GHZ entangled states for enhanced interferometric sensitivity in clock operation, reaching the Heisenberg limit where the phase sensitivity scales with the inverse of particle number N . This is the best possible outcome defined by quantum physics [ 11, 12 ].

Peter Zoller

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Social-Science Genomics: Progress, Challenges, and Future Directions

Rapid progress has been made in identifying links between human genetic variation and social and behavioral phenotypes. Applications in mainstream economics are beginning to emerge. This review aims to provide the background needed to bring the interested economist to the frontier of social-science genomics. Our review is structured around a theoretical framework that nests many of the key methods, concepts and tools found in the literature. We clarify key assumptions and appropriate interpretations. After reviewing several significant applications, we conclude by outlining future advances in genetics that will expand the scope of potential applications, and we discuss the ethical and communication challenges that arise in this area of research.

For helpful comments and suggestions, we thank Peter M. Visscher and the University of Queensland Statistical Genomics Lab Meeting. For excellent research assistance, we are grateful to Matthew Howell and Moeen Nehzati. For financial support, we thank the NIA/NIH (grants R24-AG065184, R01-AG042568, R00-AG062787, and R01-AG081518) and Open Philanthropy. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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Natural language boosts LLM performance in coding, planning, and robotics

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Large language models (LLMs) are becoming increasingly useful for programming and robotics tasks, but for more complicated reasoning problems, the gap between these systems and humans looms large. Without the ability to learn new concepts like humans do, these systems fail to form good abstractions — essentially, high-level representations of complex concepts that skip less-important details — and thus sputter when asked to do more sophisticated tasks. Luckily, MIT Computer Science and Artificial Intelligence Laboratory (CSAIL) researchers have found a treasure trove of abstractions within natural language. In three papers to be presented at the International Conference on Learning Representations this month, the group shows how our everyday words are a rich source of context for language models, helping them build better overarching representations for code synthesis, AI planning, and robotic navigation and manipulation. The three separate frameworks build libraries of abstractions for their given task: LILO (library induction from language observations) can synthesize, compress, and document code; Ada (action domain acquisition) explores sequential decision-making for artificial intelligence agents; and LGA (language-guided abstraction) helps robots better understand their environments to develop more feasible plans. Each system is a neurosymbolic method, a type of AI that blends human-like neural networks and program-like logical components. LILO: A neurosymbolic framework that codes Large language models can be used to quickly write solutions to small-scale coding tasks, but cannot yet architect entire software libraries like the ones written by human software engineers. To take their software development capabilities further, AI models need to refactor (cut down and combine) code into libraries of succinct, readable, and reusable programs. Refactoring tools like the previously developed MIT-led Stitch algorithm can automatically identify abstractions, so, in a nod to the Disney movie “Lilo & Stitch,” CSAIL researchers combined these algorithmic refactoring approaches with LLMs. Their neurosymbolic method LILO uses a standard LLM to write code, then pairs it with Stitch to find abstractions that are comprehensively documented in a library. LILO’s unique emphasis on natural language allows the system to do tasks that require human-like commonsense knowledge, such as identifying and removing all vowels from a string of code and drawing a snowflake. In both cases, the CSAIL system outperformed standalone LLMs, as well as a previous library learning algorithm from MIT called DreamCoder, indicating its ability to build a deeper understanding of the words within prompts. These encouraging results point to how LILO could assist with things like writing programs to manipulate documents like Excel spreadsheets, helping AI answer questions about visuals, and drawing 2D graphics.

“Language models prefer to work with functions that are named in natural language,” says Gabe Grand SM '23, an MIT PhD student in electrical engineering and computer science, CSAIL affiliate, and lead author on the research. “Our work creates more straightforward abstractions for language models and assigns natural language names and documentation to each one, leading to more interpretable code for programmers and improved system performance.”

When prompted on a programming task, LILO first uses an LLM to quickly propose solutions based on data it was trained on, and then the system slowly searches more exhaustively for outside solutions. Next, Stitch efficiently identifies common structures within the code and pulls out useful abstractions. These are then automatically named and documented by LILO, resulting in simplified programs that can be used by the system to solve more complex tasks.

The MIT framework writes programs in domain-specific programming languages, like Logo, a language developed at MIT in the 1970s to teach children about programming. Scaling up automated refactoring algorithms to handle more general programming languages like Python will be a focus for future research. Still, their work represents a step forward for how language models can facilitate increasingly elaborate coding activities. Ada: Natural language guides AI task planning Just like in programming, AI models that automate multi-step tasks in households and command-based video games lack abstractions. Imagine you’re cooking breakfast and ask your roommate to bring a hot egg to the table — they’ll intuitively abstract their background knowledge about cooking in your kitchen into a sequence of actions. In contrast, an LLM trained on similar information will still struggle to reason about what they need to build a flexible plan. Named after the famed mathematician Ada Lovelace, who many consider the world’s first programmer, the CSAIL-led “Ada” framework makes headway on this issue by developing libraries of useful plans for virtual kitchen chores and gaming. The method trains on potential tasks and their natural language descriptions, then a language model proposes action abstractions from this dataset. A human operator scores and filters the best plans into a library, so that the best possible actions can be implemented into hierarchical plans for different tasks. “Traditionally, large language models have struggled with more complex tasks because of problems like reasoning about abstractions,” says Ada lead researcher Lio Wong, an MIT graduate student in brain and cognitive sciences, CSAIL affiliate, and LILO coauthor. “But we can combine the tools that software engineers and roboticists use with LLMs to solve hard problems, such as decision-making in virtual environments.”

When the researchers incorporated the widely-used large language model GPT-4 into Ada, the system completed more tasks in a kitchen simulator and Mini Minecraft than the AI decision-making baseline “Code as Policies.” Ada used the background information hidden within natural language to understand how to place chilled wine in a cabinet and craft a bed. The results indicated a staggering 59 and 89 percent task accuracy improvement, respectively. With this success, the researchers hope to generalize their work to real-world homes, with the hopes that Ada could assist with other household tasks and aid multiple robots in a kitchen. For now, its key limitation is that it uses a generic LLM, so the CSAIL team wants to apply a more powerful, fine-tuned language model that could assist with more extensive planning. Wong and her colleagues are also considering combining Ada with a robotic manipulation framework fresh out of CSAIL: LGA (language-guided abstraction). Language-guided abstraction: Representations for robotic tasks Andi Peng SM ’23, an MIT graduate student in electrical engineering and computer science and CSAIL affiliate, and her coauthors designed a method to help machines interpret their surroundings more like humans, cutting out unnecessary details in a complex environment like a factory or kitchen. Just like LILO and Ada, LGA has a novel focus on how natural language leads us to those better abstractions. In these more unstructured environments, a robot will need some common sense about what it’s tasked with, even with basic training beforehand. Ask a robot to hand you a bowl, for instance, and the machine will need a general understanding of which features are important within its surroundings. From there, it can reason about how to give you the item you want. 

In LGA’s case, humans first provide a pre-trained language model with a general task description using natural language, like “bring me my hat.” Then, the model translates this information into abstractions about the essential elements needed to perform this task. Finally, an imitation policy trained on a few demonstrations can implement these abstractions to guide a robot to grab the desired item. Previous work required a person to take extensive notes on different manipulation tasks to pre-train a robot, which can be expensive. Remarkably, LGA guides language models to produce abstractions similar to those of a human annotator, but in less time. To illustrate this, LGA developed robotic policies to help Boston Dynamics’ Spot quadruped pick up fruits and throw drinks in a recycling bin. These experiments show how the MIT-developed method can scan the world and develop effective plans in unstructured environments, potentially guiding autonomous vehicles on the road and robots working in factories and kitchens.

“In robotics, a truth we often disregard is how much we need to refine our data to make a robot useful in the real world,” says Peng. “Beyond simply memorizing what’s in an image for training robots to perform tasks, we wanted to leverage computer vision and captioning models in conjunction with language. By producing text captions from what a robot sees, we show that language models can essentially build important world knowledge for a robot.” The challenge for LGA is that some behaviors can’t be explained in language, making certain tasks underspecified. To expand how they represent features in an environment, Peng and her colleagues are considering incorporating multimodal visualization interfaces into their work. In the meantime, LGA provides a way for robots to gain a better feel for their surroundings when giving humans a helping hand. 

An “exciting frontier” in AI

“Library learning represents one of the most exciting frontiers in artificial intelligence, offering a path towards discovering and reasoning over compositional abstractions,” says assistant professor at the University of Wisconsin-Madison Robert Hawkins, who was not involved with the papers. Hawkins notes that previous techniques exploring this subject have been “too computationally expensive to use at scale” and have an issue with the lambdas, or keywords used to describe new functions in many languages, that they generate. “They tend to produce opaque 'lambda salads,' big piles of hard-to-interpret functions. These recent papers demonstrate a compelling way forward by placing large language models in an interactive loop with symbolic search, compression, and planning algorithms. This work enables the rapid acquisition of more interpretable and adaptive libraries for the task at hand.” By building libraries of high-quality code abstractions using natural language, the three neurosymbolic methods make it easier for language models to tackle more elaborate problems and environments in the future. This deeper understanding of the precise keywords within a prompt presents a path forward in developing more human-like AI models. MIT CSAIL members are senior authors for each paper: Joshua Tenenbaum, a professor of brain and cognitive sciences, for both LILO and Ada; Julie Shah, head of the Department of Aeronautics and Astronautics, for LGA; and Jacob Andreas, associate professor of electrical engineering and computer science, for all three. The additional MIT authors are all PhD students: Maddy Bowers and Theo X. Olausson for LILO, Jiayuan Mao and Pratyusha Sharma for Ada, and Belinda Z. Li for LGA. Muxin Liu of Harvey Mudd College was a coauthor on LILO; Zachary Siegel of Princeton University, Jaihai Feng of the University of California at Berkeley, and Noa Korneev of Microsoft were coauthors on Ada; and Ilia Sucholutsky, Theodore R. Sumers, and Thomas L. Griffiths of Princeton were coauthors on LGA.  LILO and Ada were supported, in part, by ​​MIT Quest for Intelligence, the MIT-IBM Watson AI Lab, Intel, U.S. Air Force Office of Scientific Research, the U.S. Defense Advanced Research Projects Agency, and the U.S. Office of Naval Research, with the latter project also receiving funding from the Center for Brains, Minds and Machines. LGA received funding from the U.S. National Science Foundation, Open Philanthropy, the Natural Sciences and Engineering Research Council of Canada, and the U.S. Department of Defense.

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University of Chicago Computer Science Researchers To Present Ten Papers at CHI 2024

The ACM CHI Conference on Human Factors in Computing Systems is a premier international conference where researchers and practitioners gather to discuss the latest research in human-computer interaction. Held annually, CHI brings together experts from academia and industry to present groundbreaking research, share insights, and explore future directions in the field.

This year’s conference, CHI 2024, will see a remarkable showcase of innovative research from students and faculty at the University of Chicago Department of Computer Science . Three papers, including one each from Associate Professor Blase Ur’s group, Associate Professor Pedro Lopes’ group, and Associate Professor Marshini Chetty’s group, received best paper awards. Another paper from Lopes’ group also received an honorable mention.

Some works, like papers featuring Neubauer Professor Nick Feamster and Associate Professor Marshini Chetty, are also collaborations with faculty from The Law School and the Harris School of Public Policy , highlighting the interdisciplinary work that often takes place in the department. Each paper span a diverse range of topics, including contextual notifications for highlighting fairness and bias in data science, in-depth studies of online content moderation policies, investigations into compliance with privacy regulations, AI for the well-being of workers, the introduction of a design space for writing assistants, groundbreaking advancements in haptic interfaces, and innovative approaches to promoting digital well-being through leveraging material receipts for screen-time reflection. The work reflects the department’s commitment to advancing knowledge and addressing real-world challenges in the realm of computing.

Bias In Data Science

Best Paper Award Harrison et al., 2024. JupyterLab in Retrograde: Contextual Notifications That Highlight Fairness and Bias Issues for Data Scientists.

Although the paper has won an award, the team will be presenting the paper virtually at the conference, rather than traveling to Hawai’i, as a show of solidarity with the community’s protests over the conference’s impact on the local community.

Content Moderation

Schaffner et al., 2024. Community Guidelines Make This the Best Party on the Internet: An In-Depth Study of Online Platforms’ Content Moderation Policies.

Compliance and Privacy Regulations

Tran et al., 2024. Measuring Compliance with the California Consumer Privacy Act Over Space and Time.

AI and Worker’s Well-being

Best Paper Award Das Swain et al., 2024. Sensible and Sensitive AI for Worker Wellbeing: Factors that Inform Adoption and Resistance for Information Workers.

Design Space for Writing Assistants

Lee at el., 2024. A Design Space for Intelligent and Interactive Writing Assistants.

Pushing Boundaries in Haptic Interfaces

Best Paper Award Nith et al., 2024. SplitBody: Reducing Mental Workload while Multitasking via Muscle Stimulation.

Honorable Mention Tanaka et al., 2024. Haptic Source-effector: Full-body Haptics via Non-invasive Brain Stimulation.

Teng et al., 2024. Haptic Permeability: Adding Holes to Tactile Devices Improves Dexterity. Marzursky et al., 2024. Stick&Slip: Altering Fingerpad Friction via Liquid Coatings.

The Human-Computer Integration Lab (directed by Associate Professor Pedro Lopes ) makes a significant impact with not one, but four papers showcasing groundbreaking advancements in haptic interfaces:

Tangible Intervention for Digital Well-being

Sathya et al., 2024. Attention Receipts: Utilizing the Materiality of Receipts to Improve Screen-time Reflection on YouTube.

The University of Chicago Department of Computer Science continues to make significant contributions to the field of human-computer interaction, as evidenced by the diverse and impactful research that will be showcased at CHI 2024 in May. These researchers’ papers exemplify the department’s dedication to advancing knowledge, fostering innovation, and addressing pressing societal issues through computing research.

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These students were published in the journal of science policy and governance.

Undergraduate students in the University of Pittsburgh’s spring 2023 Environmental Law and Policy class published papers in the April issue of the Journal of Science Policy and Governance.

The class’ goal was for students to identify a science policy problem and create something new in recommending potential solutions. The teams of students in environmental studies, environmental science and other Pitt majors were published alongside graduate students, post-doctoral researchers and faculty from highly ranked science departments, medical schools and policy programs.

Yasmine Florent, Mackenzie Nemoto, Ana Rowley, Vanessa Pratt and recent graduate Maria Isabel Villegas (A&S ’24) wrote “Dangers of Oxybenzone in Sunscreens on Coral Reefs: Proposed Policy Approaches.” The second paper, “Mitigating the Invasive Method of Hydraulic Fracturing Through a Phase Out Policy Plan,” was written by Ashlynn Moretti, Madilyn Cianci, Mina Kimak and Savannah Johns (A&S ’23).

Employees, benefits open enrollment is May 1-15

Pitt is launching an office of sustainability in the health sciences, help shape pitt it’s 10-year horizon plan.

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Honeybees Invaded My House, and No One Would Help

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By Sarah Kliff

• Published April 30, 2024 Updated May 2, 2024

Responding to fears of a “honeybee collapse,” 30 states have passed laws to protect the pollinators. But when they invaded my house, I learned that the honeybees didn’t need saving.

I noticed the first bee one afternoon as my dog gleefully chased it around the house. When the pest settled on a window by the stairwell, I swatted it with a cookbook and cleaned up the mess.

Five minutes later, another bee buzzed at the same window. Then a third in my kids’ room. When I heard a loud droning coming from inside a wall next to my son’s bed, the ominous situation finally hit me: The house was infested.

Listen to this article with reporter commentary

This was early April, the start of “swarm season,” when honeybee colonies search for places to build new hives. A small gap in the roof gave them access to our attic and put us on the honeybee real estate market.

But in those first frantic hours, as I darted from room to room slamming the book on them, we thought the insects might be wasps. My husband called an exterminator, who agreed to come the next morning. Then a bee-loving friend who saw a photo told us they were honeybees. When we updated the exterminator, he canceled the appointment.

Once honeybees move in, it turns out, they are particularly difficult to evict.

Over the past two decades, fears of a collapsing honeybee population have inspired elegiac journalism and 30 state laws aiming to protect pollinators. Three states have given special tax breaks to beekeepers, and others have devoted millions to studying the disappearing colonies. In Washington, where I live, the DC Beekeepers Alliance notes that it is “illegal for pest control contractors to spray honeybees.”

As evening approached and a gray cloud of bees grew steadily outside our roof’s crack, we headed to a hotel, kids and energetic dog in tow. My 2-year-old danced around pretending to be a bee, her hands pointed into a stinger. My 5-year-old asked why the bees had chosen our house. Great question, bud.

My husband and I stared at our phones on the crisp hotel sheets, panic-searching online for answers. Bee species and humans are the only animals that can communicate directions to a new place without directly leading others there. And honeybees engage in an elaborate, democratic process to choose new homes. They prefer to build hives in tight spaces about the size of a large backpack, often within crawl spaces, walls and attics. Once established in a comfy spot, they can stay there indefinitely, building hives and producing honey.

We sent a few panicked messages to local WhatsApp groups, read blog posts about citronella deterrents and found a “ bee repellent ” Spotify track that sounded like a never-ending beep. We commanded the Alexa speaker back in our kids’ room to play the noise on loop all night.

The next morning, we returned to the infestation and started working the phones, to much disappointment. “When we identify a honeybee issue, we try to have a local beekeeper assist,” Ben Hottel, an entomologist and spokesman for Orkin, a pest control company, later told me.

One exterminator finally agreed to come by, only to dash our hopes upon arrival. He wouldn’t touch the bees but said that he knew a contractor who would commit illicit bee murder. We declined.

I considered buying a can of Raid, but I felt too guilty. I had a vague sense that honeybees needed saving, and some of my neighbors felt strongly about the issue. “They are so important to our ecosystem,” one neighbor advised on WhatsApp. “Their number is dwindling.” She suggested we call a beekeeper.

So we tried the swarm squad , a volunteer group of beekeepers who will collect wayward colonies. Unfortunately, the squad generally only deals with outdoor hives. A representative recommended a dozen other beekeepers with indoor expertise.

Every one of them told me the same thing: Our problem was too small.

When a colony is looking for a new home, it sends out a few hundred “scouts” to find options, each visiting 10 to 20 possible locations. When a scout likes a place, it returns to the hive and performs a “waggle” dance that tells its brethren exactly how far and in what direction they need to travel to find the potential home. The more vigorous the dance, the more a scout likes the location. Eventually, the thousands of hive dwellers vote on which place they like best.

Apparently, scouts were sizing up our home. To us, they were plenty alarming on their own. But the beekeepers reassured us that they were unlikely to sting; they didn’t have a hive or queen to defend. Call us back, they said, when you see a few thousand bees.

There was little else to do but wait and see if the colony would choose us. I repacked our suitcase for another night away. Maybe this was my family’s small contribution to saving an imperiled species, I thought.

What I wish I had known then: Honeybees do not need saving.

The same week that the bees turned up at my house, the journalist Bryan Walsh revisited a 2013 cover story for Time magazine in which he had lamented a future “world without bees.” Looking back, he said, the article didn’t hold up.

“A lot of the coverage at the height of the beepocalypse fears — my story included — used the mass death of honeybees as a symbol of how human beings had pulled nature out of whack,” Mr. Walsh wrote in a new essay in Vox . “But it’s not.”

Just last month, new federal data showed that the number of honeybee colonies has increased by 31 percent since 2007. A vast majority of those insects are used in commercial farming, carted from state to state to pollinate crops.

“Honeybees are not endangered nor at risk of extinction,” noted a 2023 report from the Xerces Society for Invertebrate Conservation. “The fact that honeybees are domesticated and managed negates the possibility of being endangered.”

Honeybees are an invasive species that were brought to the United States from Europe. Saving one of their colonies can actually hurt native bees, many of which are endangered. A recent study in Montreal found that when the number of honeybee hives rose in part of the city, the number of native bees declined.

“You are not helping a wild species” when you save a honeybee swarm, said Rich Hatfield, a senior conservation biologist at Xerces. “You are introducing 10,000 to 50,000 mouths to feed to an environment that may not have enough resources.”

The bees in my house were looking for resources. Left on our own, we cobbled together a plan to make our real estate seem as unappealing as possible.

We tried to sequester as many of the honeybees as possible in the attic. It was better if they didn’t leave, the beekeepers had said, so they couldn’t go waggle to their friends. They gravitate toward light, so we flipped on a lightbulb and watched a dozen immediately swarm around it.

Two beekeepers gave us their blessing to kill the honeybees that had already made it into our house, suggesting a vacuum method. Within minutes, honeybees filled our Dyson.

Bees are most active in the warm temperatures of late afternoon. We anxiously waited for a swarm to descend. Around 4 p.m. we went outside and stared at the sky, just as we had a few days earlier for the solar eclipse .

The swarm never showed. By evening, fewer bees were roaming around the house, and the attic buzzing had grown softer. We slept at home with the Dyson near the bed.

The next morning, my son discovered dead bees in his playroom, and the dog ate some carcasses on the floor. Thirty-six hours after the honeybees had arrived, they were gone.

Stunned by the bizarre experience, I called Thomas Seeley, a professor at Cornell who has studied honeybee behavior for more than 40 years.

Ours had been a close call, Dr. Seeley said. The fact that a scout bee’s shimmy had convinced scores of others to check out our house meant that we were “clearly on the list of serious possibilities,” he said.

I peppered him with mitigation questions. Should we have tried citronella candles? No, they actually like that smell, he said, but moth balls could have helped. And what about the beeping Spotify track — did that help steer them away? Bees can’t hear, he said.

I searched for honeybee-related posts on my neighborhood email listserv, where people regularly write in looking for exterminators. “Don’t worry folks, I’m pro-bees!” read one message from a neighbor with a swarm last spring.

I noticed a new post, dated one week after the bees had left us. Bees had taken root on the poster’s deck, she said, attaching a photo of a dense yellow swarm. Perhaps, I thought, our scouts had found their new home.

“Called 311 and they weren’t super interested,” she wrote. “Any ideas? We’d like to save these bees.”

Audio produced by Parin Behrooz .

Video illustration by Yann Guichaoua/Creatas Video+/Getty Images

Sarah Kliff is an investigative health care reporter for The Times. More about Sarah Kliff

The Great Read

Here are more fascinating tales you can’t help reading all the way to the end..

When an illegal smoke shop opened across the street, an Upper West Side councilwoman, vowed to close it. What happened next was “like a Fellini movie.”

The diabetes drug Ozempic has become a phenomenon, and its inescapable jingle — a takeoff of the Pilot song “Magic” — has played a big part in its story .

A man’s five-year stay at the New Yorker Hotel cost him only $200.57. Now it might cost him his freedom .

Researchers are documenting deathbed visions , a phenomenon that seems to help the dying, as well as those they leave behind.

Around 2020, the “right” pants began to swing from skinny to wide. But is there even a consensus around trends anymore ?

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Discover printable and digital science resources

If you’re a teacher or parent looking for printable or digital science resources, TPT has an extensive array of instructional materials for every learning need, topic, or grade level. Whether you're learning about plant parts or butterfly life cycles, or exploring advanced topics like the anatomy of a cell or Newton’s laws of motion, we've got you covered.

On TPT, science resources come in various forms: from labs and worksheets to craftivities and doodle notes. They can be used to enhance learning, assess a student’s mastery of science concepts, or to reteach a tricky topic. With plenty of TPT resources at your fingertips, teaching and learning science will be so much easier. Plus, you can expand students’ knowledge even further by exploring TPT math resources, which are frequently paired with science lessons.

Frequently asked questions about teaching science

What types of science lessons are available on tpt.

There are many different types of science resources sold by Sellers on TPT. Some popular science lessons include biology, earth sciences, chemistry, environment, engineering, and anatomy.

How do I find science lessons on TPT?

Educators can save time preparing science lessons with resources created by experienced teachers. Simply start a search for science resources on the TPT marketplace, and filter by grade level, price, and/or resource type to find materials that've been proven to work in classrooms like yours. No matter what you’re teaching, there are plenty of science lessons and activities sold by Sellers on TPT that are tailored to meet your students' skill levels.

How can I make my science lessons fun and engaging?

Students learn best when they're engaged! Sprinkle a little fun into your science lessons and make them feel like real scientists by investigating everyday objects, exploring the world outside the classroom, and doing hands-on and collaborative experiments and design challenges.

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