Skip to main content
Natural Inquirer - Homepage

Free Science Materials for K-12 Students

  • Bookmarks
  • Cart0
  • Account
  • Find Outdoors
  • USDA
  • USDA Forest Service logo.
Natural Inquirer - Homepage
  • About
    • About Natural Inquirer
    • Team
    • Partners
    • Press & Past Events
    • Contact Us
  • Resources
    • View All Resources
    • Grade Levels
      • PreK - 2nd Grade
      • Upper Elementary
      • Middle School
      • High School
      • All Grade Levels
    • Resource Types
      • Articles
      • Activities
      • Collector Cards
      • Coloring Pages
      • Videos
      • Lesson Plans
      • Scientists & Collaborators
      • Spotlights
      • Virtual Learning Adventures
      • All Types
    • Resource Topics
      • Wilderness
      • Wildlife
      • Water
      • Active Forest Management
      • Social Science
      • Fire
      • Agriculture
      • Recreation
      • Carbon
      • Insects
      • All Topics
    • Special Collections
      • Artemis Moon Trees
      • Experimental Forests & Ranges
      • Project Learning Tree Connections
      • Globe Connections
      • Designing Your Own Study
      • Smokey Bear
      • Spanish Editions
      • Woodsy Owl
      • World's Forests
      • All Special Collections
  • Order Materials
    • View All Products
    • Journals & Monographs
    • Readers
    • Collector Card Packs
    • Coloring Books
  • Educators
    • For Educators
      • Note to Educators
      • Educator Blog
      • Educator Newsletter
    • Classroom Ready Resources
      • Lesson Plans
      • Activities
      • Learning Modules
      • GLOBE Connections
      • Project Learning Tree
    • Get Involved
      • Volunteer Your Classroom
  • Virtual Learning Adventures
  • Bookmarks
  • Cart
  • Account
  • About
    • About Natural Inquirer
    • Team
    • Partners
    • Press & Past Events
    • Contact
  • Resources
        • View All Resources
        • By Grade
          • PreK - 2nd
          • Upper Elementary
          • Middle School
          • High School
        • By Type
          • Articles
          • Activities
          • Collector Cards
          • Coloring Pages
          • Videos
          • Lesson Plans
          • Learning Modules
          • Journals
          • Monographs
          • Readers
          • Scientists & Collaborators
          • Spotlights
          • Virtual Learning Adventures
          • All Types
        • By Topic
          • Agriculture
          • Active Forest Management
          • Carbon
          • Fire
          • Insects
          • Recreation
          • Social Science
          • Water
          • Wilderness
          • Wildlife
          • All Topics
        • Special Collections
          • Artemis Moon Trees
          • Experimental Forests and Ranges
          • GLOBE Connections
          • Project Learning Tree Connections
          • Designing Your Own Study
          • Smokey Bear
          • Spanish Editions
          • Woodsy Owl
          • World's Forests
          • All Special Collections
  • Order Materials
        • Download all resources - FREE!

          *Due to recent government funding changes, we currently are only able to process bulk orders of 20 or more. We hope that we will be able to resolve this issue in the near future. In the meantime, please feel free to download our resources and explore the website for many great lesson plans and activities.

          View All Products
        • Journals & Monographs

          Journals focus on a group of related articles, while monographs focus on one research article.

          Journals & Monographs
        • Collector Cards

          Learn about possible career opportunities in science!

          View All Card Packs
        • Readers

          For a PreK-2nd grade audience, each Reader focuses on one Forest Service scientist and their research.

          View All Readers
        • Coloring and Activity Books

          Learn more about science through our coloring and outdoor activity books!

          View All Coloring and Activity Books
  • Educators
        • Overview
          • Educator Guide
        • Classroom Ready Resources
          • Learning Modules
          • Lesson Plans
          • Explore All
        • Order Materials
          • View All Free Products
          • Contact Us
        • For Educators
          • Educator Blog
          • Educator Newsletter
          • Project Learning Tree
        • Get Involved
          • Volunteer Your Classroom
  • Virtual Learning Adventures

Breadcrumb

  • Home
  • Resources
  • Batter Up: Investigating What Type of Wood Makes the Best Baseball Bat
Article cover for Batter Up! Features an image of children playing baseball and a mechanical engineer holding up two bats and 3 baseballs.
Bookmark
Please login to bookmark Close

Please login to bookmark


Lost your password?

No account yet? Register

Batter Up: Investigating What Type of Wood Makes the Best Baseball Bat

  • Article
  • Middle School
  • 1 Classroom Period
  • Engineering and Forest Products
  • Baseball Bats
  • Emerald Ash Borer
  • Engineering
  • Engineering Design Process
  • Time Warp Series
  • White Ash
  • Yellow Birch
Article cover for Batter Up! Features an image of children playing baseball and a mechanical engineer holding up two bats and 3 baseballs.
SHARE
  • Copy Link
  • Facebook
  • X (Twitter)
  • Pinterest
  • Email
  • Google Classroom

In "Batter Up," learn about how engineers designed a test to determine baseball bat breakage rates for different types of wood.

Batter Up: Investigating What Type of Wood Makes the Best Baseball Bat

Jump To

  • Meet the Scientists!
  • Thinking About Science and Engineering
  • Will the Emerald Ash Borer and Climate Change Affect White Ash Baseball Bats?
  • Thinking About the Environment
  • Introduction
  • Methods
  • Findings
  • Discussion

Meet the Scientists!

Patrick Drane

Mechanical Engineer

I have always found math and science very interesting. I have enjoyed being able to use those concepts and tools in engineering to investigate mechanical systems, design tools, and solve... Read Full Bio

David Kretschmann

Wood Research Engineer

Growing up, my parents owned an auto body repair business. Being around auto repair sparked my curiosity of how things worked and held together when subjected to extreme conditions. I... Read Full Bio

What Kind of Scientists Did This Research?

mechanical engineer: This type of engineer deals with tools, machinery, and the application of mechanics in industry.

wood research engineer: This type of engineer studies the engineering properties of wood to ensure that wood harvested in the United States is utilized to its fullest potential.


Thinking About Science and Engineering

In most Natural Inquirer articles, this section is called “Thinking About Science.” However, engineers did the research in this article. Science and engineering are closely related. Science and engineering have some interesting similarities and differences. Sometimes scientists conduct research to solve a problem, and sometimes they conduct research to provide new information about a topic. Scientists study how nature works and generally conduct experiments using the scientific method. Engineers apply scientific and mathematical knowledge to help solve a problem. Engineers and scientists also create things to help them answer questions and solve problems. Engineers have a method they use to help them solve problems. It is called the engineering design process (figures 1a and 1b).

A graphic depicting the steps of the scientific method.

Figure 1a. Examine the steps of the scientific method. What similarities and differences do you see compared to the engineering method?

A graphic depicting the steps of the engineering method

Figure 1b. Examine the steps of the engineering method. What similarities and differences do you see compared to the scientific method?

In recent times, different types of wood have been used to create baseball bats. One of the reasons different wood is used is because baseball players want to try different types of wood bats. They are interested to see if the design and type of wood will affect how far the ball is hit. However, some types of wood break easier than others resulting in an increase in bat breakage rates.

 

In this research, the engineers wanted to understand more about wood used to make baseball bats. Baseball bats can and do break. To help prevent baseball bats breaking, the engineers wanted to figure out a way to test wood for baseball bat manufacturing. This wood testing process could be used now and into the future to determine the suitability of different wood for baseball bat manufacturing.


Will the Emerald Ash Borer and Climate Change Affect White Ash Baseball Bats?

Much of the white ash wood used to manufacture baseball bats comes from trees in Northern Pennsylvania and New York (figure 2). The white ash trees in these areas are experiencing problems. One problem is the emerald ash borer (figure 3). The emerald ash borer is a beetle that is native to Asia. The beetle was first found in Detroit, Michigan, in 2002. Since that time, the beetle’s range has spread. The range of emerald ash borer now includes Pennsylvania and New York, where much of the white ash for bats is harvested. The larval stage of the beetle feeds on the inner bark of white ash trees. Feeding by the beetles causes trees to have problems with transporting water and nutrients, which weakens the tree. Over time, the trees can become so weak that they die.

A map of the United States. It highlights the range where White ash trees are found, it zooms in on the states of New York and Pennsylvania.

Figure 2. Have you seen white ash trees near where you live?
Map by Carey Burda.

Emerald ash borer seen inside a white ash tree.

Figure 3. Emerald ash borer is a beetle native to Asia. Since its arrival in the United States, the beetle has caused problems for white ash trees.
Photo by Debbie Miller, USDA Forest Service, via https://www.bugwood.org

Another problem white ash trees are facing is climate change. Climate change refers to how Earth’s climate may be changing over time. In the past few years, most scientists have agreed that measured and recorded changes in Earth’s climate over the past 100 or more years point to a warming of Earth’s surface. Extreme cold temperatures in Northern Pennsylvania and New York help to kill the emerald ash borer and provide relief to the white ash tree. However, if the climate warms in this area, the emerald ash borer may be able to live through the winter. If more emerald ash borers survive the winter, the trees will be under greater threat and may not be able to survive.

 

Due to the challenges facing white ash trees, baseball bat manufacturing companies have tried new types of wood to make baseball bats. For more information, visit https://www.scientificamerican.com/article/baseball-bats-made-from-ash-may-fall-victim-of-climate-change/.


Thinking About the Environment

Over time, as baseball players have wanted to try different types of bats, various types of wood have been used to make the bats. Over 750 different types of trees are found in North America. Although most of these trees would not be suitable for making bats, the number of choices is large enough to need a consistent selection process.

 

Typically, northern white ash has been used in baseball bats (figure 4). White ash is native to North America and is known as a strong, light wood. The characteristic of the wood being strong but light makes it perfect for baseball bats. In the 1990s, baseball bat manufacturers started using sugar maple (figure 5). Some players thought that using bats made from sugar maple trees might increase the distance a batted ball would fly. Sugar maple is a very dense wood, but it tends to break easier than white ash. Other types of wood, such as bamboo, birch, and hickory, have also been used to make bats (figure 6).

The trunk of a Northern white ash tree

Figure 4. Northern white ash has strong, light wood. It is found throughout North America.
Photo by jdwfoto, via https://
www.istockphoto.com.

A sugar maple tree in a field with other trees in the background.

Figure 5. Sugar maple is a dense wood that has been used in the manufacturing of baseball bats.
Photo by Chris Aquino, U.S. Fish
and Wildlife Service.

An image of a hickory tree.

Figure 6. Hickory was used for bat manufacturing in the 1950s.
Photo by DNY59, via https://www.istockphoto.com


Introduction

Two different kinds of breaks are found in a baseball bat. These breaks are called either a single-piece failure (SPF) or a multi-piece failure (MPF). An SPF is when a bat breaks but stays in one piece. An MPF is when a bat breaks into two or more pieces (figures 9a-d).

Four baseball bats that have been broken.

Figures 9a-d. Look at the four photos. Are these SPF or MPF breaks? How do you know?
Photos by Steve Schmieding, USDA Forest Service

In recent years, the number of baseball bat breakages has increased. Following this increase, people began to look at how wood was chosen for baseball bat manufacturing. A Wooden Baseball Bat Specifications list existed. The list, however, had not been reviewed and updated in a long time.

 

In 2008, the Baseball Office of the Commissioner and the Major League Baseball (MLB) Players Association appointed a team of wood and bat experts led by Forest Service Engineer David Kretschmann. The research team was asked to address the concern that more bats had been breaking in recent decades. Changes were implemented from the recommendations of these experts, and bat breakage rates declined by 67 percent.

 

The Wooden Baseball Bat Specifications list was updated to include the new recommendations and a list of recommended wood species. However, the updated list of recommended wood species was based on how a wood species had performed in the past. This list of wood specifications for existing wood species would not help identify whether a new wood species would be acceptable for bat manufacturing. Experts had not identified criteria for wood species to be considered acceptable for MLB bats. Therefore, the research team determined that a test for the suitability of wood species in bat manufacturing was needed.

Number Crunch

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Methods

The engineers looked at three main tests: a durability test, a clear dowel test, and a batted-ball performance test. The engineers did their testing in the University of Massachusetts-Lowell Baseball Research Center (figure 10).

 

A map of the United States with the baseball research center highlighted in Massachusetts.
Figure 10. The University of Massachusetts-Lowell Baseball Research Center is located in the Northeastern United States. Map by Carey Burda

 

The engineers first tested white ash because white ash has been the preferred wood to use for baseball bats for many years. The engineers used white ash as the benchmark. A benchmark is something with which to compare other things. In this case, a white ash baseball bat was the benchmark to which other woods were compared during the testing process.

 

To develop a testing process, the engineers tested yellow birch and compared it with white ash (figure 11). The first test examined durability. Durability for wood baseball bats is a product of several things: wood density, wood species, wood slope of grain (SOG), impact location, and impact velocity.

 

An image of a yellow birch tree in a forested area.
Figure 11. Yellow birch is used for lumber and many wood products.
Photo by Nicholas A. Tonelli via Wikimedia Commons. https://creativecommons.org/lice ses/by/2.0/legalcode.

 

The wood SOG refers to the straightness of the wood grain along the length of the bat (figure 12a).

 

A graphic showing different wood grain on a baseball bat.
Figure 12a. Wood slope of grain is important because a straighter grain along the length of the bat means that the bat may be less likely to break. Illustration by Stephanie Pfeiffer

 

Straighter grain along the length of the bat means the bat is less likely to break (figure 12b).

 

An engineer sitting at a desk with baseball bats in front of him.
Figure 12b. In this photo, David Kretschmann is examining a game-used broken bat and determining the slope of grain in the handle. The clear plastic object on the handle is a slope-of-grain gauge. Photo by Steve Schmieding, USDA Forest Service

 

Impact location refers to where the baseball hits the bat. Impact velocity refers to the speed in which the bat is hit by the baseball. To test durability, the engineers used an air cannon. The air cannon can be used to shoot baseballs at velocities of up to 200 miles per hour (mph).

 

The engineers measured the density of each wood species tested (table 1). Density is the relationship between the mass (weight) of a substance and how much space it takes up. If two items take up the same amount of space, the heavier item is denser. Two bats made from the same wood species may have slightly different densities, because the density of wood from the same species can be different.

Table 1. Average Density of Three Wood Species

Data from California State University Dominguez Hills.
Wood SpeciesAverage Density (pounds per cubic foot)
White ash 39.83
Yellow birch41.70
Sugar maple42.20

How Fast Can Major League Pitchers Throw a Baseball?

The average Major League Baseball pitch velocity is between 90 mph and 92 mph. A few pitchers have pitched balls at velocities of 100-102 mph. However, these high-velocity pitches are rare, due mostly to the limits of the human body.

Number Crunches

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Low-, medium-, and high-density versions of each bat were tested. Each bat was tested at four impact locations. An impact location is a place on the bat that comes in contact with the ball as it is hit. The impact locations were 2, 10, 14, and 16 inches from the tip of the barrel (figure 13).

 

A graphic showing the impact locations on a bat using a ruler.
Figure 13. The impact locations are marked along the barrel of the bat. Illustration by Stephanie Pfeiffer.

 

The bats were tested at 5-mph increments up to the peak testing speed. A total of five impacts were made at peak testing speed if the bat had not broken during the process. The testing ended when the bat initially cracked or the testing sequence was completed. SPF (single-piece failure)-threshold and MPF (multiple-piece failure)- threshold velocities were established for each of the impact locations (table 2). Recall that SPF is when a bat breaks but stays in one piece. MPF is when a bat breaks into two or more pieces.

Table 2. What do you notice about the velocity thresholds as they get farther away from the tip of the barrel?

Location from tip of barrel (inches)SPF threshold (miles per hour)MPF threshold (miles per hour)
2 125170
10135160
14110130
16105135

The engineers also tested the clear dowel and batted-ball performance for each type of bat (figures 14a and 14b). The clear dowel testing examined the wood before it was carved into a baseball bat. This test examined the strength and stiffness of the wood. The batted-ball performance test was used to determine if a particular wood species performed differently than the bat carved from white ash.

David Kretschmann placing one of the test dowels into the test frame for bending tests.

Figure 14a. David Kretschmann is placing one of the test dowels into the test frame for bending tests. The clear box is used to control the environmental conditions, such as temperature, under which the test is being conducted.
Photo by Steve Schmieding, USDA Forest Service.

David Kretschmann and Timothy Nelson examining a single-piece failure on a dowel

Figure 14b. David Kretschmann and Timothy Nelson are examining a single-piece failure (SPF) of one of the dowels with a straight slope of grain.
Photo by Steve Schmieding, USDA Forest Service.

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Findings

Based on their testing, the engineers created a process to evaluate different wood species for use in baseball bat manufacturing. For each wood species, the proposed testing process is as follows:

 

Background information is provided about the proposed wood species. The background information includes what type of tree the wood comes from and basic information about the tree.

 

A preliminary durability test is performed on 12 low-density bats. All bats are impacted at the 14-inch location. If the proposed wood species passes this test, then a dowel sample test is performed. As part of this test, 180 dowels undergo the test.

 

Next, a complete dynamic bat test is performed. A complete dynamic bat test includes durability testing of 15 low-, 15 medium-, and 15 high-density bats. Half of the bats are impacted at multiple locations. The engineers proposed that if more than 2 of the 15 bats tested experience SPF or MPF below the thresholds in table 1, then that bat density would not be suitable for baseball bat manufacturing.

 

Finally, a test is conducted to compare whether the proposed wood species performs differently than the white ash species, which is used as a benchmark. If all of these tests and comparisons are passed, then the proposed wood species is accepted as a suitable wood to use for baseball bat manufacturing.

 

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading

Discussion

The proposed testing process involves five main steps to determine whether a wood species is suitable for making baseball bats. The engineers used white ash as the benchmark species to compare other wood species because of white ash’s proven durability over time. When the engineers tested yellow birch using the proposed test protocol, they concluded that the durability, performance, and material properties were all similar to white ash. Therefore, yellow birch would be suitable for use in MLB bats. Engineers hope to see a reduction in the number of SPFs and MPFs now that this testing protocol is in place for determining whether a particular wood is acceptable for use in baseball bat manufacturing.

Reflection Section

Please enable JavaScript in your browser to complete this form.

Click submit to view the answers.

Form entries are not stored.

Loading
Explore Scientist and Engineer Cards

This article is a part of our “Time Warp” series. Every article in this series explores a research topic that has been under scientific investigation for a long time. Read more about baseball bat research completed in 1951 in the spotlight for this article.

Read Spotlight

Adapted from Ruggiero, Eric; Sherwood, James; Drane, Patrick; Kretschmann, David. 2012. An investigation of bat durability by wood species. Procedia Engineering 34 (2012): 421-432.

Cover of the 'Batter Up' monograph. The background image is a close up of a baseball glove and the inset image is a circular photo of a baseball player.

Part Of

Batter Up! (Time Warp Monograph Series) - Vol. 1 No. 17

Explore Full Monograph
SHARE
  • Copy Link
  • Facebook
  • X (Twitter)
  • Pinterest
  • Email
  • Google Classroom
Read Distraction Free Download PDF
  • PDF preview of Batter Up FACTivity.
    The question you will answer in this FACTivity is: What material or combination of materials creates a stronger tower? Materials: Paper Plastic Straws Wooden popsicle sticks Toothpicks Natural items (sticks,...

    FACTivity – Batter Up

    • Activity
    • Middle School
    • 2-3 Classroom Periods
    • Engineering and Forest Products
    • Building
    • Engineering
    • Graphic Organizer
    • Hands-on
    • Trial and Error
    The question you will answer in this FACTivity is: What material or combination of materials creates a stronger tower? Materials: Paper Plastic Straws Wooden popsicle sticks Toothpicks Natural items (sticks,...
    • Explore Activity
    • Download FACTivity (PDF)
    • Explore Activity
    • Download FACTivity (PDF)

    Part Of

    Batter Up: Investigating What Type of Wood Makes the Best Baseball Bat

Download PDF
  • PDF preview of 'Baseball for All!' spotlight.
    A reflection from a baseball player after competing in the first all girl’s baseball tournament.

    Spotlight – Baseball for All!

    • Spotlight
    • Middle School
    • Less than 30 minutes
    • Recreation
    • All Girls Baseball Tournament
    • Baseball
    • Sports
    A reflection from a baseball player after competing in the first all girl’s baseball tournament.
    • Explore Spotlight
    • Download Spotlight (PDF)
    • Explore Spotlight
    • Download Spotlight (PDF)

    Part Of

    Batter Up: Investigating What Type of Wood Makes the Best Baseball Bat

  • PDF preview of 'Time Warp 1951' from "Batter Up"
    Learn more about the research engineers completed in 1951 about the best wood to use for baseball bats so they break less frequently. Discover what has changed since this earlier...

    Spotlight – Time Warp for Batter Up!

    • Spotlight
    • Middle School
    • Less than 30 minutes
    • Engineering and Forest Products
    • Baseball
    • Baseball Bats
    • Engineering
    • Hickory
    • History
    • White Ash
    Learn more about the research engineers completed in 1951 about the best wood to use for baseball bats so they break less frequently. Discover what has changed since this earlier...
    • Explore Spotlight
    • Download Spotlight (PDF)
    • Explore Spotlight
    • Download Spotlight (PDF)

    Part Of

    Batter Up: Investigating What Type of Wood Makes the Best Baseball Bat

  • PDF Preview of Will the Emerald Ash Borer and Climate Change Affect White Ash Baseball Bats?
    Much of the white ash wood used to manufacture baseball bats comes from trees in Northern Pennsylvania and New York. The white ash trees in these areas are experiencing problems....

    Will the Emerald Ash Borer and Climate Change Affect White Ash Baseball Bats?

    • Spotlight
    • Middle School
    Much of the white ash wood used to manufacture baseball bats comes from trees in Northern Pennsylvania and New York. The white ash trees in these areas are experiencing problems....
    • Explore Spotlight
    • Download PDF
    • Explore Spotlight
    • Download PDF

    Part Of

    Batter Up: Investigating What Type of Wood Makes the Best Baseball Bat

Glossary

View All Glossary
  • accumulate

    (ə kyü m(y)e lāt): To gather or pile up little by little; to increase in quantity, number, or amount.

  • analyze

    (a nǝ līz): To study or find out the nature and relationship of the parts of something.

  • criteria

    (krī tir ē ə): (singular: criterion) A standard on which a judgment or decision may be based.

  • dense

    (den(t)s): (1) Marked by closeness or crowding together of parts; (2) having a high mass per unit of volume.

  • density

    (den(t) sə tē): (1) The quantity per unit of volume, unit of area, or unit of length; (2) the average number of individuals or units per unit of space.

  • dowel

    (dau̇(ǝ)l): A pin or peg used for fastening together two pieces of wood;
    also, a round rod or stick used especially for cutting up into dowels.

  • durability

    (du̇r ǝ bi li tē): Ability to exist for a long time without significant deterioration in quality or value.

  • hypothetical

    (hī pə the ti kəl): (1) Imagined as an example for further thought; (2) assumed.

  • larval

    (lär vǝl): Characteristic of or relating to the early form of an animal or insect that at birth or hatching is fundamentally unlike its parent and must metamorphose before growing into the adult form.

  • longitudinal

    (län jə tüd nəl): Involving the repeated observation of a set of subjects over time with respect to one or more study variables.

  • manufacturing

    (man yə fak chə riŋ): The process of making wares by hand or by machinery especially when carried on systematically with division of labor.

  • mechanics

    (mi ka niks): The details of the way something works or is done.

  • metric system

    (me trik si stǝm): A system of weights and measures based on the meter and on the kilogram.

  • native

    (nā tiv): Living or growing naturally in a particular region.

  • prescribed fire

    (pri skrībd fī ǝr): The controlled use of fire under specific weather conditions to restore health to an ecosystem that depends on fire; also known as a prescribed burn or controlled burn.

  • species

    (spē sēz or spē shēz): A category of living things that ranks below a genus, is made up of related individuals able to produce fertile offspring, and is identified by a two-part scientific name.

  • specification

    (spe sǝ fǝ kā shǝn): A description of work to be done or materials to be used—usually used in plural.

  • threshold

    (thresh hōld): A level, point, or value above which something will take place and below which it will not.

  • velocity

    (və lä sə tē): Speed of movement.

  • Dr. Patrick Drane holding 2 baseball bats and a few baseballs

    Patrick Drane

    Mechanical Engineer

    I have always found math and science very interesting. I have enjoyed being able to use those concepts and tools in engineering to investigate mechanical systems, design tools, and solve...
    View Profile
  • Dr. David Kretschmann sitting at a desk with baseball bats

    David Kretschmann

    Wood Research Engineer

    Growing up, my parents owned an auto body repair business. Being around auto repair sparked my curiosity of how things worked and held together when subjected to extreme conditions. I...
    View Profile

Jump To

  • Education Standards
  • Educator Guide
  • Lesson Plans
  • Education Files
  • Project Learning Tree

Standards addressed in this Article:

The Next Generation Science Standards (NGSS) are a set of K-12 science education standards emphasizing inquiry-based learning, real-world applications, and integrating engineering practices, aiming to deepen understanding of science while promoting critical thinking and problem-solving skills.
  • ETS1.A-M1
    The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.
  • ETS1.B-M1
    A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
  • ETS1.B-M2
    There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.
  • ETS1.B-M4
    Models of all kinds are important for testing solutions.
  • ETS1.C-M1
    Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.
  • ETS1.C-M2
    The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
  • LS2.A-M4
    Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
  • LS2.C-M1
    Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
  • LS4.D-M1
    Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
  • PS3.C-M1
    When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.
The Common Core Standards are educational benchmarks in the United States that outline clear expectations for what students should know and be able to do in English language arts and mathematics from kindergarten through 12th grade, aiming to ensure consistency and coherence in education nationwide.
  • Cite specific textual evidence to support analysis of science and technical texts.
  • By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
  • Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
  • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
  • Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
  • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
  • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Social Studies Standards are educational guidelines outlining the essential knowledge, skills, and concepts students should learn in subjects such as history, geography, civics, and economics, aiming to provide a comprehensive understanding of societal structures, historical events, and global perspectives.
  • People, Places, and Environments
  • Production, Distribution, and Consumption
  • Science, Technology, and Society
  • Time, Continuity, and Change

What Is a Natural Inquirer Monograph?

3 Natural Inquirer monograph covers.

 

A Natural Inquirer monograph is a short publication that focuses on a single research study. Monographs are written for a middle school audience, but they can also be adapted for both high school students and advanced upper elementary students.

Monographs include:

  • One article based on a published, peer-reviewed research paper; the article keeps the research paper format (see more below) but is written in language students can understand.
  • A FACTivity, which is an activity to complete after reading the article. The FACTivity helps reinforce major science concepts from the article. These activities are designed to be easy to implement, with few material requirements and options for adapting them for your audience or available resources. Some monograph may have two FACTivities.
  • A short “Welcome to the monograph” article about key background information and science concepts.
  • A glossary of new terms from the article or the introductory materials.
  • A list of related Natural Inquirer publications as well as outside references.
  • Standards correlations, including Next Generation Science Standards, addressed in both the article and the FACTivity.

Monographs may also include additional essays (called spotlights), other activities (like crossword puzzles or vocabulary challenges), and more.

 

A screenshot of the article resource tile for "A Flame Changer" showing the three different format option buttons.

Reading Modes

Monographs are available in three different formats:

  • Hard copies can be ordered from the website and shipped, all free of charge.
  • PDF versions of the printed monograph can be downloaded free on the website. The PDF version directly replicates the content and layout of the printed version.
  • The “Read Distraction Free” option allows the monograph article to open in its own window, without the rest of the website being visible. “Read Distraction Free” is available on the article version of the monograph, which can be opened under the “Articles” tab. This version allows readers to scroll to particular sections of the article using the sidebar menu on the left side of the screen. This version also has interactive Reflection Sections and Number Crunches. Students can enter their answers, submit them, and then receive the correct answers to double-check their work. Submitted answers are not saved on the website and will disappear once the window is closed.

What's in a Natural Inquirer Article?

Here, we'll go into more detail about the parts of a Natural Inquirer article and give you some ideas about how they can be used.
  1. Meet the Scientists

    This section introduces the scientists (and others) who worked on the study. In their own words, they each share a memorable science experience, a favorite research project, or something they learned during the course of their education or research.

    Use this section to:

    • Introduce kids to the variety of people who work in science
    • Introduce kids to the variety of scientific fields and give brief descriptions of science-related jobs
    • Explore ways that people interact with science every day

    Next Generation Science Standards (NGSS) applications:

    • Science and Engineering Practices
    • Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World

    Note that specific standards for this particular monograph are linked on this educator guide tab.

    Other resources:

    Many of the scientists and engineers featured in this section are also featured on our collector cards. Learn more about their work, how they got interested in their fields, and interesting projects they worked on. Cards can be printed as posters, too.

    A sample Meet the Scientists page, showing four different scientists
  2. Thinking About Science

    This section briefly describes a concept about science or scientific research. This overview can touch on topics like

    • study type (longitudinal study, quantitative vs. qualitative data),
    • behaviors of scientists (conducting literature reviews, collaborating with other specialists, replicating earlier studies),
    • the practice of science (the scientific method, engineering design, data collection, randomization, controls and variables),
    • or other aspects of science (bias, correlation vs. causation).

    Use this section to:

    • Reinforce steps in the scientific method and the process of science
    • Encourage students to think about the practice of science and what it can and cannot tell us
    • Consider the many types of scientific study and what information each type can provide

    Next Generation Science Standards applications:

    • Science and Engineering Practices
    • Life Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular monograph are linked on this educator guide tab.

    Other resources:

    You can use key words to search for other or related scientific topics on our website (e.g. “longitudinal study,” “bias,” or “sampling”).

    A sample Thinking About Science page from a recent monograph
  3. Thinking About the Environment

    This section provides a brief overview of a topic or concept in environmental/life science. The topic or concept is directly related to the research study that follows. Examples of topics include the carbon cycle, the water cycle, habitat fragmentation, phenology, biodiversity, and ecosystem services.

    Use this section to:

    • Provide important background information to help students understand the research study
    • Serve as a quick reference during reading or class instruction
    • Connect the research article with other activities or media on the same topic

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular monograph are linked on this educator guide tab.

    Other resources:

    You can use key words to search for more resources on life or earth science topics on our website (e.g. “habitat,” “carbon,” or “genetics”).

    A sample "Thinking About the Environment" section from a recent monograph
  4. Introduction

    This section begins the scientific article format. Much like the published, peer-reviewed study this article is based on, the introduction provides background information for the study – what is currently known and what remains unknown. The introduction culminates in the question(s) the study hopes to answer.

    The introduction is also the first section with a Reflection Section. This section includes two or three questions to help kids reflect on what they’ve just learned in the Introduction. If they are using the online distraction-free reading mode, they can answer these questions directly on the website.

    Use this section to:

    • Review important background information that kids need to understand the study
    • Connect the study to the concepts addressed in the Thinking About Science and Thinking About the Environment sections
    • Understand research questions and hypotheses, including generating their own hypotheses given what they already know

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular monograph are linked on this educator guide tab.

    Other resources:

    Use one of the guided reading lesson plans to help kids follow the format of a scientific paper.

    A sample introduction page from "Hidden in Plain Sight"
  5. Methods

    This section is the nuts and bolts of the study design – the who, what, when, where, why, and how of the research. Contained within the Methods section are usually maps of the study location or the set-up of study plots, as well as details about what data was collected and how.

    The Methods section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.

    Use this section to:

    • Show students how experiments and studies are designed and carried out
    • Explore sampling methods and randomization
    • Introduce various data collection tools (e.g. camera traps, surveys, insect collection tools, weather stations, etc.)
    • Explain bias and how studies are designed to remove bias
    • Help students gain experience with map reading

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular monograph are linked on this educator guide tab.

    Other resources:

    Many Methods and Findings sections contain Number Crunches, which are simple math exercises designed to help students interact with the data from the study.

    A sample methods section of a monograph article showing a map
  6. Findings

    This section summarizes the data collected during the study. The Findings section usually includes data tables or graphs and highlights the significant data points from the study. This section often mentions statistical analysis or the use of computer programs to model or analyze the data, though these methods are only discussed generally.

    The Findings section also ends with a Reflection Section – two or three questions to help students think through what they just read. These questions are interactive on the distraction-free reading mode.

    Use this section to:

    • Have students practice reading and interpreting graphs and tables
    • Compare results between variables and controls
    • Explain the concept of statistical significance
    • Discuss how no data or negative results still provide valuable information

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular monograph are linked on this educator guide tab.

    Other resources:

    Search the website for “map” or “graph” to find activities where students can practice making and reading maps and graphs.

    The beginning of a Findings section featuring a large data table
  7. Discussion

    This section concludes each monograph article. In it, we summarize the main findings of the scientists’ study. Additionally, we present the scientists’ ideas about the limitations of their study, the big-picture impacts of their research, and the scientists’ plans for future study or action.

    The Discussion section ends with a Reflection Section – two or three questions to help students think through what they just read, especially general take-aways from the study. These questions are interactive on the distraction-free reading mode.

    Use this section to:

    • Discuss what conclusions can and cannot be drawn from the available data
    • Explain the difference between correlation and causation
    • Explore study limitations and opportunities for further study
    • Brainstorm ways the study findings could be applied to real-world situations

    Next Generation Science Standards applications:

    • Life Science and some Earth Science Disciplinary Core Ideas (depending on topic)
    • Most Crosscutting Concepts (depending on topic)

    Note that specific standards for this particular monograph are linked on this educator guide tab.

    Other resources:

    Use the “Designing Your Own Study” resource page for videos of scientists discussing their own research studies. The page also includes educator resources to help students plan their own scientific studies.

    The beginning of the conclusion of "Hidden in Plain Sight"

Additional Resources on the Website

A screenshot of the product tabs for an NI monographOn the website, we pair each monograph with a variety of other resources, as well. Use the tabs on the product page to browse through the following:

  • Related activities, including the FACTivity for each article
  • An “About” essay that gives some larger context for the research the scientists conducted or more information about the science topic from the article
  • A glossary of all boldfaced terms from the article
  • A “Scientists and Collaborators” page that lists the people involved in the study; click on a researcher to reach their bio page and see what other articles they might be featured in
  • A “Related Content” page that lists both Natural Inquirer resources about similar topics and also outside reference materials

Article Selection and Review

Natural Inquirer partners with the USDA Forest Service, so we source research studies by Forest Service scientists that have been peer-reviewed and published in reputable journals. Some of our articles have also been created in collaboration with scientists from other Federal agencies, such as U.S. Geological Survey and the United Nations Food and Agriculture Organization, universities, and other non-profits.

All monograph articles are reviewed by scientists who conducted the original research study to verify scientific accuracy. Monographs are also reviewed by student editorial review boards of middle or high school students before publication. Additionally, all monographs are reviewed by the Forest Service and the U.S. Department of Agriculture before publication.

A screenshot of the citation for "Lights, Camera, Tracks"Every monograph article includes a citation of its source study. Many educators pair the original research paper with our article to help more advanced students learn how to read formal research papers. The monograph article then serves as adapted primary literature, bridging the two articles.

Lessons

  • PDF Preview of Lesson Plan for the Time Warp series
    This lesson plan encourages students to think about a particular research topic across time, including past, present, and future. Students will compare and contrast the historical research with a more...

    Lesson Plan – Time Warp Monograph Series

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Compare and Contrast
    • Graphic Organizer
    • Longitudinal Research
    • Time Warp Series
    This lesson plan encourages students to think about a particular research topic across time, including past, present, and future. Students will compare and contrast the historical research with a more...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    SPLAT! Protecting Pine Trees in the Western United States from Beetle Attack

  • PDF preview of Batter Up lesson plan.
    In this lesson plan, students will write sentences or short paragraphs about the article using 15-20 letters of the alphabet. This lesson plan can be used with any Natural Inquirer...

    Lesson Plan – Alphabet Writing

    • Lesson Plan
    • Middle School
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Guided reading
    • Reflection
    • Writing Activity
    In this lesson plan, students will write sentences or short paragraphs about the article using 15-20 letters of the alphabet. This lesson plan can be used with any Natural Inquirer...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Batter Up: Investigating What Type of Wood Makes the Best Baseball Bat

  • PDF preview of 'Where There's Smoke' lesson plan.
    This lesson plan introduces students to the important components of a simple newspaper article and then has students write a newspaper article sharing information from a Natural Inquirer article. This...

    Lesson Plan – Newspaper Article

    • Lesson Plan
    • High School
    • Middle School
    • Upper Elementary
    • 2-3 Classroom Periods
    • Active Forest Management
    • Agriculture
    • Carbon
    • Citizen Science
    • Engineering and Forest Products
    • Fire
    • Insects
    • Pollinators
    • Pollution
    • Recreation
    • Social Science
    • Water
    • Wilderness
    • Wildlife
    • Guided reading
    • Informational Writing
    • Writing Activity
    This lesson plan introduces students to the important components of a simple newspaper article and then has students write a newspaper article sharing information from a Natural Inquirer article. This...
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)
    • Explore Lesson Plan
    • Download Lesson Plan (PDF)

    Part Of

    Where There's Smoke, There's Fire (Time Warp Monograph Series) - Vol. 1 No. 14

Education Files

Project Learning Tree

If you are a trained Project Learning Tree educator, you may use “Tree Treasures,” “We All Need Trees,” “A Few of My Favorite Things,” “Resource-Go-Round,” and “Paper Civilizations” as additional resources.

Jump To

  • Related from Natural Inquirer
  • Additional Resources

Related Resources from the Natural Inquirer

  • PDF preview of the first page of Hey Batter, Batter
    For a while in the early 2000s, there seemed to be an increasing number of bat fractures. Some speculated that recent innovations in bat engineering might have something to do...

    Hey Batter, Batter! Engineering the Best Baseball Bat

    • Article
    • Adult
    • High School
    • Middle School
    • Less than 30 minutes
    • Engineering and Forest Products
    • Baseball
    • Baseball Bat
    • Emerald Ash Borer
    • Engineering
    • Engineering Design Process
    • Hickory
    • Impact Tests
    • Major League Baseball
    • White Ash
    • Wood Slope of Grain
    • Yellow Birch
    For a while in the early 2000s, there seemed to be an increasing number of bat fractures. Some speculated that recent innovations in bat engineering might have something to do...
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free
    • Explore Article
    • Download Article (PDF)
    • Read Distraction Free

Additional Resources

  • Scientific American: "Baseball Bats Made from Ash May Fall Victim of Climate Change"

    Learn more about how baseball bats made from ash may fall victim of climate change.

    Visit Website
  • Exploratorium: Tools of the Trade (Baseball Bats)

    Learn more about the history of baseball bats and how they are made.

    Visit Website
Back to Top
  • Natural Inquirer - Homepage
  • Find Outdoors
  • USDA
  • USDA Forest Service logo.

The Natural Inquirer program produces a variety of science education materials for PreK through grade 12. Natural Inquirer products are produced by the USDA Forest Service, FIND Outdoors, and other cooperators and partners.

Please enable JavaScript in your browser to complete this form.
* denotes mandatory fields
Loading
  • Facebook
  • Pinterest
  • X, formerly Twitter
  • YouTube
  • About Natural Inquirer
  • Team
  • Partners
  • Press & Past Events
  • Contact Us
  • Accessibility Policy
  • Privacy Policy
  • Shipping Policy
© 2025 - Natural Inquirer | Website Credit