Embedded Files
What exactly comes to mind when you hear the term ‘black hole?’ You might think it’s an astronomical vacuum of sorts, or maybe just some wormhole that facilitates transportation across the galaxy. Both of these assumptions, however, do not accurately describe what black holes are.
According to NASA, black holes are “huge concentrations of matter packed into very tiny spaces. A black hole is so dense that gravity just beneath its surface, the event horizon, is strong enough that nothing – not even light – can escape… It’s a boundary that contains all the matter that makes up the black hole.” If that doesn't make sense, then think of it as an invisible edge around the black hole. Outside the edge, things can still move away. Cross it, and gravity becomes so overwhelming that escaping is no longer possible.
According to Britannica, “Only the most massive stars—those of more than three solar masses—become black holes at the end of their lives. Stars with a smaller amount of mass evolve into less compressed bodies, either white dwarfs or neutron stars.”
On June 24, 1964, the first black hole ever discovered and confirmed by astronomers was Cygnus X-1. Scientists launched a sounding rocket that carried X-ray instruments from New Mexico, which measured X-ray emissions. The scientists, after examining the results of these surveys, found something astonishing: the resulting celestial coordinates were not associated with any especially prominent wavelength-producing body.
Try It Yourself!
Want to try the Draw a Scientist test for yourself? All you need is a piece of paper and take a few minutes to draw what you think a scientist looks like. Include whatever details you think are important, such as their appearance, what tools they’re using, and where they are.
Remember: there’s no right answer.
You can also try this activity with friends, classmates, or family members and compare your drawings. You might notice patterns or be surprised by how different each drawing is.
The goal of this activity isn't to judge your drawing, but to reflect on how we think about scientists. By recognizing these assumptions, we can begin to expand our understanding of what scientists look like and what they do.
Feel free to use this chart if you’re trying this activity with other people. Tally up each characteristic that’s featured and see how things measure up!
After completing your drawing, don’t forget to ask yourself:
What gender is the scientist?
What race or gender did you draw?
What environment are they working in?
Are they working alone or with others?
What tools are they using?
What field of science does this represent?
Here’s my go at the activity!
Notice all of the test tubes and various chemicals laid out on the station — along with the lab coat and the fact that the scientist is depicted as a man? This drawing reflects many of the common stereotypes associated with scientists: working in a chemistry laboratory setting, wearing protective gear, and working alone. Even when we’re aware of these stereotypes, they can still change our perception.
The Draw-A-Scientist activity reminds us that our perceptions of science are formed at an early age. Scientists come from diverse backgrounds, work in a variety of environments, and pursue loads of different interests. By challenging stereotypes, we can help more students see themselves as future scientists and researchers.
Page updated
Google Sites
Report abuse