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Volume 55, Number 4 Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
December 2011
Inside this Issue:
• CAST 2011 Photo Gallery • CAST 2012 Preview • Classroom Tips and more...!
The Official Newsletter of the Science Teachers Association of Texas
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About Us
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts We are STAT, the Science Teachers Association of Texas. STAT is committed to the enhancement of the teaching of science in Texas at all levels and in all science disciplines. For STAT Position Statements, go to: http://www.statweb.org/positions STAT is: o A statewide organization of elementary, middle level, and high school teachers, college educators, supervisors of science, and others dedicated to maintaining the highest levels of science and education in our schools. o A chapter of the National Science Teachers Association o Visit the NSTA site STAT seeks to: o Serve as a unified voice for the science teachers of the state. o Keep science teachers and other members informed about current trends in science education. o Provide opportunities for members to examine techonology, curriculum, materials, and services. o Inform members of local, state and national meetings, conferences, seminars and workshops related to sciences. o Cooperate with other science oriented organizations and teacher associations in the promotion of teaching of science. History: STAT, Science Teachers Association of Texas, was formally organized in 1957 during the 4th Annual Conference for the Advancement of Science & Mathematics Teaching (CASMT). STAT membership is now more than 7,000 strong!
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
Calendar .............................................................5 President’s Message .........................................6 CAST 2011 Photo Gallery ................................8 Minds, Models, and Maps ..............................11 Newton’s Third Law Paradox .......................15 STAT EPLI ........................................................16 CAST 2012 Preview.........................................17 STAT Membership Benefits ..........................18 STAT Contacts .................................................20 Elected Officers.....................................20 Appointed Positions ............................20 Affiliate Congress ................................21 Texas State Board of Education..........22
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
STAT Board Meeting February 11-12 Austin, TX ISEA Annual Meeting February 15-17 Sky Ranch: Van, TX Metroplex Mini-CAST February 18 Colleyville, Texas TSELA Meeting February 24-25 Location TBA Region 5 Mini-CAST February 25 Location TBA STAT BOD Retreat May 18-20 TBarM Ranch: New Braunfels, TX CAST 2012: Get Your Geek On! November 8-10 Corpus Christi, TX
You and your school could win up to $25,000!
If you are a passionate and committed educator, then you could have what it takes to be an H-E-B Excellence in Education Award winner!
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Visit heb.com/education today to complete your application!
Applications Deadline: January 6, 2012
©2011 HEB, 12-0856
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
A Message from President Hill
Hopefully, your experience at Dallas CAST 2011 was fabulous! The volunteer teams worked extremely hard; and, in my opinion, it was one of the smoothest conferences ever, even with a total of 5,907 attendees! With 3,000 teachers at the opening assembly, we honored our award winners and were entertained by the humorous and educational Reed Timmer, from Discovery Channel’s StormChasers. The Cirque Imagination performance at the reception was not only incredible but mind-bending (no pun intended)! Friday night’s social at the Dallas Museum of Art was utterly remarkable. Needless to say, this small town girl was overwhelmed and amazed! Thank you to Joel Palmer and the plethora of volunteers who worked countless hours planning and working at the conference. Sometimes I think people forget that our conferences are planned and implemented by volunteers, people with other jobs who donate their time for an under-appreciated position. Without these volunteers, CAST would certainly cease! Thank you, attendees, for being flexible as you tolerated workshops that filled or waited to catch a bus or accepted tired feet as you trekked around the huge convention center. As always, science teachers excel with remarkably positive attitudes! That’s why I love working with science educators; we are an exciting, passionate, and entertaining group of people! Thank you to all who played a part in CAST 2011. Definitely, the bar has been set high as we begin planning CAST 2012 in Corpus Christi, November 8-10. (Did you stop by our 2012 CAST booth for chap stick and a new pocket protector?) Next year’s conference, “Get Your Geek On,” is going to be extraordinary! Since we are already in the early planning stages, let me know if you wish to help. While we attended the conference, your president-elect Sharon Kamas was testifying at the State Board of Education. We are extremely pleased that the Board has put science on the adoption cycle! However, we must continue encouraging and persuading our legislators for funding in the next session because rumors persist that more budget education cuts are imminent; so we must persevere so that science stays at the forefront. This link, proposed adoption cycle, provides information about current districts and members of the Texas Senate, Texas House of Representatives, the Texas delegation to the U.S. Senate and House of Representatives, and the State Board of Education. Contact your representatives now about science education and its priority! Let our voices be heard!
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
May your holidays be filled with rest, relaxation, and joy. Although the spring semester may bring apprehension and anxiety, we will manage this new round of changes in our lives and be better for it. Good luck and see you soon!
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CAST 2011 Photos
CAST 2011: The ART OF SCIENCE
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
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CAST 2011 Photos
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts Congrats to our 2011 STAT Award Winners: David Lamp, Rosemary Martin, Denise Skinner, Kisaundra Harris, Rita Williams, Sharon Yee, Ashley Ediger, and Patsy Magee, with President Ross Ann Hill
Click Here to See the Full CAST 2011 Photo Gallery!
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
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by Kenneth Wesson
The solar system is too large to bring to school. Mammalian life cycles stretch well beyond the academic year, and tiny organisms are too small to examine closely. Prehistoric animals are, well, “pre-historic.” However, the forever fascinating world of science from the massive to the minute, of today and of years long gone, opens immediately to all students by way of sketches, models, simulations, maps, and other visual learning devices. Collectively, they allow young learners to make cognitive leaps from the intangible to the comprehensible. We say that we “see” with our eyes, although vision is more accurately accomplished by specialized brain cells that effortlessly convert the external world into the neural language of the brain for encoding, processing, storage, and retrieval. Beginning at birth, the eyes and the brain undergo a daily training regimen for understanding models, maps, and images well before the first day of formal education. For millions of years, vision has been our species’ primary method of experiential data collection. Nearly 80% of the information entering our conscious sensory world does so by way of the eyes, making sight our major pathway to discovery, learning, and knowledge. When the human brain processes an object in the external world, the same neural systems in the visual cortex are reactivated when the brain later “recreates” that object as an internal (“mind’s eye”) representation of the original object (Pinker 1998) or experience. A learner can only retrieve from memory that which has been properly stored earlier. The ability to bring to mind mental representations or images is a powerful determiner of both attention and comprehension—the linchpins to learning. To promote the initial mental imagery formation, no children’s book is complete without
Minds, Models, and Maps
an abundance of illustrations. The direct engagement of the visual cortex is essential to all human learning. Once we “recognize” an object, separating image from name and the name from function becomes next to impossible. Vision is so central to factual certainty that our initial sensory impressions, and eventually our overall cognition, are validated by our eyesight. As we so often hear, children assure others that “I saw it with my own eyes!” underscoring a pinnacle in experiential confidence that cannot be humanly exceeded. Visualizing is integral to reading for comprehension. To understand what they read, students must rely heavily on the “picture-making” mechanisms in the visual cortex in order to extract meaning from the text. The association cortex is charged with the task of making sense of the incoming visual information. Learners can only make sense of abstract information based on preexisting internal mental models. Teaching visual-spatial thinking skills helps in the construction and the recreation of mental pictures. Not only do models, illustrations, and maps give students a “second way of knowing,” they bring those objects, processes, cycles, systems, and events literally within arm’s reach of the learner. This key facet of learning would otherwise remain outside the impenetrable borders of time, space, and normal perception. For many children, new words alone foster a shallow conceptual understanding at best, because the children are unable to generate the intended images inside the mind’s eye with vivid accuracy. Text-relevant illustrations, hands-on models, and visual aids produce precise mental pictures that would be inaccessible solely by means of the printed word. Children receiving formal instruction on (1) how to form mental images on their own, and (2)
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
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Minds, Models, and Maps (cont’d.)
paying atten¬tion to illustrations in text, significantly outperform their counterparts on tests of comprehension and recall (Presley 1976). Particularly taking time to provide opportunities for young girls and students from linguistically diverse backgrounds to develop visual–spatial thinking skills will enhance both the process and the results of learning in science. Young learners need regular opportunities to develop abstract thinking by “downloading” their ideas onto paper with illustrations, maps, and models. These mental meanderings have inspired great works of art, serendipitous discoveries in every field of medicine and every academic discipline, every invention in science, and every “a-ha” moment in the classroom when a student screams, “I got it!” The dynamic back-and-forth process of shifting im¬ages from the mind’s eye to paper and to tangible models is when children make their most creative and memorable connections. Whether the topic is atoms or architecture, planetary systems or brain structures, working with im¬ages and models is compulsory to the learning process. A paucity of opportunities to create and translate illustra¬tions, maps, and models into personal knowledge can impede conceptual development as well as creativity in the classroom.
This article is re-published with the permission of its author. It was originally published in the journal “Science and Children” in September 2011. Kenneth Wesson (kenawesson@aol.com) is a former college and university-level faculty member and administrator. He delivers keynote addresses on the neuroscience of learning for educational organizations and institutions throughout the United States and overseas. He will be a featured speaker at the 2011 NSTA Regional Conferences. References Marzano, R., D. Pickering, and J. Pollock. 2001. Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Pinker, S. 1998. How the mind works. New York: William Morrow. Presley, G. 1976. Mental imagery helps eight-year-olds remember what they read. Journal of Educational Psychology 68 (3): 355–359.
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
Easy-to-implement strategies for incorporating illustrations, models, and maps. I. For elementary students, plan the following: 1. Introduce a “big idea” by inviting students to discuss and draw a picture of what they think they will learn based on the title or a description of the topic that will be under investigation. 2. Share their predictions with classmates or in small groups. 3. Engage students in an active science investigation. 4. Maintain a “mind-map”* recording the vocabulary, what they see, hear, and do. 5. Record the sequence of steps in the investigation and what occurred at each. (Once on paper, there is less ambiguity in their ideas.) 6. Discuss the sequence of their steps and any early outcomes they begin to notice. 7. Ask “what if” questions. (“What would happen to ___, if we changed ____?”)
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Minds, Models, and Maps (cont’d.)
8. Draw a picture of the concept learned, its connections, and the related vocabulary (an informal assessment of comprehension giving students a “safe” venue to connect images, pictures, symbols and words that are linked with the student-developed pictures). 9. Orally describe (or report) how their picture explains the concept and represents the significant aspects of the activity/investigation. Compare their findings and conclusions. When an experiment or science investigation is deliberately left incomplete, ask students to illustrate how they think the investigation will end. Students can describe their predictions orally. This informal assessment can serve as another check for conceptual understanding. II. Students compare and discuss their drawings, illustrations, maps, and models: 1. Students receive immediate and ongoing feedback (informal peer-reviewed assessment) promoting new opportunities for idea elaboration and/or revision. 2. Feedback is given on their representations and perceptions through academically relevant social interactions as peers analyze their symbolic information. 3. Student drawings are not crafted with photographic fidelity. Instead, students interpret reality through their models and illustrations. The learning goals are self-expression and cognitive development, not “gallery-quality” products. *Mind-maps and other thinking tools allow drawings to converge with words and short phrases to create a mental summary of a concept complete with vivid imagery. When practiced regularly, a 27 percentile gain can be the expected outcome (Marzano, Pickering, and Pollock 2001).
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
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by Frank Butcher
Newton’s Third Law Paradox
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
Newton’s Third Law Paradox Explained with a Bad Joke by Frank Butcher, retired physics teacher frank.butcher@comcast.net Almost every physics student can quote Newton’s Third Law – For every action there is an equal and opposite reaction. But to really understand the implications of this law, students must internalize four ideas implicit in this simple statement. 1. 2. 3. 4. Forces always come in pairs: There is no such thing as a single isolated force. Paired forces are equal in size. Paired forces are opposite in direction. Paired forces act on different objects.
To test my students’ understanding of the third law, I resorted to a bad joke, not original by any means, but one that I think will make an impression on your students and is worth sharing. A farmer wants to take his produce to market so he loads up a cart, hitches up his donkey (named Clyde), climbs aboard, takes the reins and says “giddy-up”. But the donkey just stands there. The farmer is a bit perturbed and shouts “GIDDY-UP” but the donkey doesn’t move. The farmer is angry now, pulls out his whip, and cracks the whip right above the donkey’s ears. Still the donkey does not move. The farmer yells at his donkey “What’s the matter with you, Clyde?” Clyde (who is smarter than your average donkey) turns his head toward the farmer, and replies “Well, it’s like this. I’ve been attending physics classes at Deer Park High School, studying Newton’s Third Law, and I’ve learned that for every force there is an equal an opposite force. So if I exert a force on the cart, the cart will exert an equal and opposite force that will cancel my force. No matter how hard I pull, the paired equal and opposite force will make it impossible for me to pull this cart. Since it is theoretically impossible for me to pull the cart, I’m not even going to try.” At this point you solicit your students’ opinions to explain the flaw in the donkey’s logic. Clearly, donkeys can pull carts, so where does Clyde’s argument go wrong? This situation is one version of a classic paradox, and my experience is that students do not easily come to a correct conclusion. It will take coaxing and free body diagrams, but eventually they see that paired forces do not act on the same object. One force is acting on the cart, and the paired force is acting on the donkey. Paired forces can never cancel because they act on different objects. Whether the cart moves or not depends on the sum of the forces acting on the cart. If the donkey’s pull is greater than the frictional forces on the cart, it will move. Finally, the punch line. You tell the students, “Did you know that Clyde was expelled from Deer Park High School?” Then wait for them to ask why. Your answer… “Because nobody likes a smart ass.”
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STAT EPLI
The Science Teachers Association of Texas offers Educators Professional Liability Insurance (EPLI).
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
Did You Know?
For only $50/year, you can be covered for up to $2 million per occurrence. That’s a lot of weight behind your career! This is an especially important asset for science teachers. Think about all the times you’ve been in a lab, helping students through complicated, hands-on projects. The liability section of the policy will help protect you when unfortunate incidents occur, such as injury to a student under your watch. A separate section of the policy provides reimbursement of attorney fees in a broad range of situations not covered under Coverage A, such as criminal charges, allegations of sexual misconduct, actions involving dismissal, revocation of certification, and other professional rights and duties. Your coverage begins on the date of your enrollment and ends on 7/31/2012. Premium Break-Down* Insurance Premium: Regular Member: $44.00 State Tax & Fees (4.91%): $2.16 Administrative Cost: $3.84 Total Cost $50.00
EPLI is a members-only benefit. You must login to www.statweb.org to purchase.
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
Download the CAST App and visit the CAST 2012 page to be entered to win a free registration for CAST 2012! Be sure to fill out your profile info in order to be entered.
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STAT Membership
Your STAT Membership
If you attended CAST 2011, you are now a proud, official member of the Science Teachers Association of Texas! Our $25 annual membership is included in your CAST registration. We want to take this opportunity to say: Welcome... or Welcome Back! Member Benefits included in your annual membership: • Subscription to the Texas Science Teacher, STAT’s official electronic journal. • Subscription to the STATFlash, priority email notifications from STAT. • Subscription to the quarterly electronic newsletter: the STATellite. • Access to statweb.org and its members-only benefits, including our new Social Networking Site. You can make a member profile, post your own blog, make friend networks, & more! Exhibitors! Want another way to reach out to your clients at CAST? STAT Business Memberships are also available. Just $200/year gives you access to a social network of more than 7,000 teachers. Build a community of customers today! We look forward to serving you as a member of the Science Teachers Association of Texas! STAT. Supporting Science Educators Since 1957.
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
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STAT Office Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts Appointed Positions
Mailing Address: 5750 Balcones Dr., Ste 201 Austin, TX 78731 Phone: (512) 491-6685 Fax: (512) 873-7423
www.statweb.org stat@bizaustin.rr.com
Elected Officers
President: Ross Ann Hill (806) 892-1900 president@statweb.org President-Elect: Sharon Kamas (281)-604-7000 presidentelect@statweb.org Vice President: Donald Burken (713) 723-0273 vicepresident@statweb.org Members At Large: Kiki Corry Dr. Denise Hill Dr. Deidre Parish Past President: Dr. Joel Palmer (972) 882-7388 pastpresident@statweb.org Treasurer: Terry Ward (817) 305-6741 treasurer@statweb.org Secretary: Jo Anne Jackson (806) 766-1162 secretary@statweb.org kiki@statweb.org denise@statweb.org deidre@statweb.org
Executive Director: Chuck Hempstead
(512) 491-6685 stat@bizaustin.rr.com
TEA Representative:
Irene Pickhardt Assistant Director of Science
(512) 463-9581 irene.pickhardt@tea.state.tx.us
Assistant Executive Director: Texas Science Teacher Lauren Swetland Editor: (512) 491-6685
lauren@statweb.org
Dr. Joel Palmer
CAST Exhibits Manager & Advertising Manager: Frank Butcher
20 20 (281) 424-1230 frank.butcher@comcast.net
(972) 882-7388 pastpresident@statweb.org
STATellite Editor:
(512) 491-6685 stat@bizaustin.rr.com
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Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
Associated Chemistry Teachers of Texas
amodic@sbcglobal.net
ACT
Informal Science Education Association Chip Lindsey
chip@dhdc.org
ISEA
Amiee Modic
Texas Association of Biology Teachers
mwells@springisd.org
TABT
Texas Association for Environmental Education
swall@gccisd.net
TAEE
Texas Council of Elementary Science
deborah_rang@roundrockisd.org
TCES
Michael Wells
Sally Wall
Deborah Rang
Texas Earth Science Teachers Association
ggant@sjs.org
TESTA
Gail Gant
Texas Marine Educators Association
marolyn.smith@yahoo.com
TMEA
Marolyn Smith
Texas Section of the American Association of Physics Teachers Karen Jo Matsler
kjmatsler@gmail.com
TSAAPT
Texas Science Education Leadership Association
kfisher56@msn.com
TSELA
Kevin Fisher
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Barbara Cargill, Chair Bob Craig, Vice Chair Mary Helen Berlanga, Secretary Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
SBOE District 1 - Charlie Garza
12453 Tierra Cipres Dr. El Paso, Texas 79938 (915) 630-2427
William B. Travis Building 1701 North Congress Avenue Austin, Texas 78701-1494
SBOE District 10 - Marsha Farney
P.O. Box 99 Georgetown, Texas 78627 (512) 966-6771 900 North Elm Weatherford, TX 76086 (817) 598-2968 (817) 598-2833 fax
SBOE District 2 - Mary Helen Berlanga
2727 Morgan Avenue Corpus Christi, TX 78405 (361) 881-1000 (361) 881-1028 fax 2034 W. Kings Hwy. San Antonio, TX 78201 (210) 685-8378
SBOE District 11 - Patricia Hardy
SBOE District 3- Michael Soto
SBOE District 12 - George Clayton
526 Tiffany Trail Richardson, Texas 75081 (972) 834-3618 6108 Red Bird Court Dallas, TX 75232 (214) 333-9575 (214) 339-9242 fax
SBOE District 4 - Lawrence A. Allen, Jr.
2130 Vermillion Oak St. Fresno, Texas 77545 (713) 203-1355
SBOE District 13 - Mavis B. Knight
SBOE District 5- Ken Mercer
P.O. Box 781301 San Antonio, TX 78278-1301 (512) 463-9007 23516 Twin Oaks Dr. RR#5 Spring, TX 77389 (281) 257-0832 fax 2165 North Street Beaumont, TX 77701 (409) 835-3808
SBOE District 14 - Gail Lowe
SBOE District 6 - Terri Leo
11 Chris Avenue Lampasas, TX 76550 (512) 556-6262 (512) 936-4319 fax
SBOE District 15 - Bob Craig
SBOE District 7 - David Bradley
P.O. Box 1979 Lubbock, TX 79408-1979 (806) 744-3232 (806) 744-2211 fax
SBOE District 8 - Barbara Cargill
61 W. Wedgemere Circle The Woodlands, TX 77381 (281) 465-8095 P.O. Box 232 Mount Pleasant, TX 75456 (903) 717-1190
SBOE District 9 - Thomas Ratliff
Need to find your state legislators? Search by zip code at:
http://www.fyi.legis.state.tx.us
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Want to be published? E-mail us your letters and articles!
Calendar President’s Message CAST 2011 Photo Gallery Minds, Models, and Maps Netwon’s Third Law Paradox STAT EPLI CAST 2012 Preview STAT Membership Benefits Contacts
STATellite Due Dates
Due dates for publication of articles in The STATellite are: Submission Deadline
February 1 May 1 August 1 December 1
Publication Date
February 15 May 15 August 15 December 15
Text files or Microsoft Word documents are preferable, but InDesign files are also acceptable. A minimum of one picture to accompany each article is required. Mail or e-mail your submissions to: The STATellite 5750 Balcones Dr., Ste 201 Austin, TX 78731 stat@bizaustin.rr.com
The views of the columnists in The STATellite do not necessarily represent the views of STAT or its Board members. Changing your e-mail address? Login to your statweb.org user account and update your information. If you’ve forgotten your password, visit the main page and select “Request New Password” under the User Login section. 23 2323 23 23