Bubbles: 2023 TOK Essay Title 3 TOK Talk
In this episode, I talked to Ian Galley (IBDP English Language & Literature) Nicole Mamphey (Science and Applied Ethics) about TOK Essay Title 3: Does it matter if our acquisition of knowledge happens in “bubbles” where some information and voices are excluded? Discuss with reference to two areas of knowledge. We had a rich discussion about “bubbles'' as they exist in social media networks and internet platforms as well as within academia, algorithms, and how this contributes to, enhances and distorts our bubbles. We also discussed many of the real world consequences (why it matters!) that what we’re learning may occur in these bubbles. We discussed relevant ideas including retracted findings of psychology and vaccination studies, bubbles in comedy and how it fits with the Benign Violation Theory, perspectives and the Soldier vs. Scout Mindset by Julia Galef, Spiral of Silence Theory and the social tendency to reinforce bubbles and silences descending voices, and the Metaverse. We discuss the difference between a community and a bubble: which one is more open to other ideas? How do they overlap? We unpack and explore: Does it matter (to who? for what?) Does it matter to our acquisition of knowledge? Does it matter to the voices that are excluded? We challenge the notion that science is objective, and discuss how even in the sciences we want to reinforce what fits our own perspective and beliefs. We also begin to discuss voices that are excluded: silenced voices - why this matters! Relevant links to books and movies and other examples discussed can be found on www.TOKTalk.org
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ToK Essay #3 Bubbles video guide posted
- October 25, 2022
- Student Support , ToK Essay
The video guide to ToK Essay #3 May 23 (the essay about ‘bubbles’) has been posted to YouTube today (and is linked below).
I like this essay, I think that it comes at an appropriate time, and gives the students an opportunity to reflect on echo chambers (bubbles) in both academic and wider life. I chose to focus on the academic sphere, as I think this is a safer area for discussion than venturing into social media. I assume that some students will discuss social media, but that feels a bit risky to me.
I had lots of ‘old person’ jokes running through my head when I saw the concept of ‘bubbles’ in the essay. Fans of West Ham Utd will be delighted to see their club song has made it to the ToK Essay arena. Some people may have thought of references to Michael Jackson (again I thought it safer to steer clear of that reference). However, I did put a gentle joke in the video (an “Easter Egg”) – see if you can spot it. People from London, UK will have an advantage !
You can find the video guide for Essay #1 linked here .
You can find the video guide for Essay #2 linked here.
If you want more detailed notes on the Knowledge Questions and arguments raised in the video then please check out the detailed notes available here.
If you want help with your ToK Essay or Exhibition then please check out the Student Support page linked here .
You can always contact me at [email protected],
stay Tok-tastic !, Daniel
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ToK Essay Guide May 2023 Title 3
Tok essay guide: may 2022, title 3: does it matter if our acquisition of knowledge ....
A knowledge 'bubble' is a synonym for a 'community of knowers. Explore how including or excluding information and others' voices impacts on the pursuit of knowledge...
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Tok essay titles May 2023
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TOK Essay titles May 2023
Here are the TOK essay titles May 2023 and our best help to students.
IB TOK essay titles May 2023 have been released and there is a big buzz in the air on how to work on these 2023 TOK essay prompts. The six prescribed titles for the May 2023 are:
1. Is replicability necessary in the production of knowledge? Discuss with reference to two areas of knowledge.
2. for artists and natural scientists, which is more important: what can be explained or what cannot be explained discuss with reference to the arts and the natural sciences., 3. does it matter if our acquisition of knowledge happens in “bubbles” where some information and voices are excluded discuss with reference to two areas of knowledge..
4. Do you agree that it is “astonishing that so little knowledge can give us so much power” (Bertrand Russell)? Discuss with reference to the natural sciences and one other area of knowledge.
5. Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.
6. to what extent is the knowledge we produce determined by the methodologies we use discuss with reference to history and one other area of knowledge., tok essay titles may 2023, tok essay may 2023 title 1.
Among Tok essay titles May 2023, tok essay May 2023 title 1 focuses on the key concept of ‘replicability’. Does replicability ensure how good knowledge is? You get to explore the idea on the significance of reproducing the same knowledge in a same setup every time.
Explore the natural sciences and its knowledge reproduction. Many a cases such knowledge pieces ensure credibility in building up the confidence that you would get the same results repeatedly. However, evaluate and see whether this act of reproducibility is necessary in the knowledge production.
Is it the same in other areas of knowledge? How can replicability be separated from not being plagiarized?
Walk through a creative domain like the arts and imagine that it might be possible to replicate an artwork in the form of indistinguishable pieces. But what about the knowledge each replicated art piece produces?
TOK essay May 2023 title 2
Among TOK essay titles May 2023, TOK essay May 2023 title 2 has played a twist here with the wordings in the title. Note carefully that you are not asked to explain what ideas can be explained and what not.
Your task is to evaluate perspectives on ‘which is more important’-ideas which can be explained or those which cannot be.
In natural sciences, there is a huge scope of research as natural science may not be able to prove all facts but theoretically describe them.
In the arts, there are contextual artworks like history arts which may look for explanation on evolving traditions.
TOK essay May 2023 title 3
Among TOK essay titles May 2023, Tok essay May 2023 title 3 is pretty fascinating and gives an immense flexibility to you in sharing your opinions. ‘Knowledge bubbles’ are those silos where some knowledge pieces keep echoing.
In the field of human sciences, the question remains whether knowledge bubbles impede us from bearing the responsibility of exploring new knowledge?
On one hand knowledge in natural sciences get to be solidified gaining certainty through long years of beliefs.
Questions arise on whether it matters for you to acquire knowledge from a known knowledge zone where a proposition fits in with the overall set of beliefs for people in that zone.
TOK essay May 2023 title 4
4. do you agree that it is “astonishing that so little knowledge can give us so much power” (bertrand russell) discuss with reference to the natural sciences and one other area of knowledge..
Among TOK essay titles May 2023, Tok essay May 2023 title 4 comes with a hilarious touch-reminds me of ‘little knowledge may be dangerous’.
The question is if you are surprised or not by the observation that little knowledge can give much power or command over the knowledge. It is in fact pretty usual to see such attitude in people with little knowledge entrapped in an illusory web of overestimating their knowledge.
In the area of the natural sciences, you may find such overestimation of capabilities in asserting knowledge claims.
In the human sciences, it is quite common scenario for people to go overwhelmed in overrating their calibre.
TOK essay May 2023 title 5
Among TOK essay titles May 2023, Tok essay May 2023 title 5 may be exciting to visual learners, for they would find a strong personal connection with themselves.
Be precise with certain key words in the title as ‘always’. Knowledge is produced, received unidirectionally. However, communication is a bidirectional concept.
You would get to unpack some of the areas where statistical data have different purpose of production than that of interpretation. Questions may arise on the reliability of such data in predictive analysis.
TOK essay May 2023 title 6
Among TOK essay titles May 2023, Tok essay May 2023 title 6 reminds of the methods and tools in the TOK knowledge framework.
To what extent the observations collected and evaluated in the knowledge production through the use of methodologies, impact the nature of the new knowledge produced-is the focal point.
The contestability is with regards to the influence of varied methodologies in the production of new knowledge. Do appropriateness of research methodologies affect the accuracy of knowledge produced- is the area of reflection.
In history, there might be evidences from primary resources in interpreting the past.
It is equally exciting to inspect the nature of knowledge produced in the natural sciences through empiricism.
If you like what you read, then you may consider reading How to write TOK essay
Also, more details on TOK ESSAY TITLES MAY 2023 can be found at TOK ESSAY TITLES MAY 2023
May 2023 TOK essay prescribed title – key terms
1. Is replicability necessary in the production of knowledge? Discuss with reference to two areas of knowledge.
“ Is replicability necessary…?” Make sure that your essay clearly answers this question. Your investigation of different AOKs and different specific examples throughout your answer may lead to multiple answers to the question which is perfectly fine. Your essay does not have to have one definitive answer to this question – in fact an essay that has only one definitive answer to this question may be simplistic and flawed.
“ Replicability ” – clearly replicability is a critical part of research in the sciences where getting consistent results is important. A lab experiment, for example, should be able to be run multiple times by multiple people and the results should be consistent. Replicability has an important role in other areas such as the arts. There are occasions where different artists need to produce a similar end result (e.g. musicians playing from sheet music). Replicability is not always necessary though, even in the sciences.
“ Necessary ” – in some AOKs and specific examples replicability may be more important than others. In some situations though it may not be important at all. With May 2023 prescribed title #1 it may be important to consider a variety of specific examples within an AOK that demonstrate different degrees of necessity.
“ the production of knowledge ” – this is a phrase that shows up quite often in TOK prescribed titles. Consider what is required to “produce” knowledge in an AOK. When looking at possible specific examples for this prescribed title make sure you can clearly identify where and how knowledge is being produced. It is also important to gauge how important replicability is in the production of knowledge.
May 2023 TOK Prescribed Titles #1 and #3 are the only two where students have freedom to choose any two areas of knowledge.
2. For artists and natural scientists, which is more important: what can be explained or what cannot be explained? Discuss with reference to the arts and the natural sciences.
“ Artists and natural scientist ” – Note that the AOKs mentions “artists and natural scientists” and not “the arts and the natural sciences.” This is a small but important distinction. Make sure your essay specifically discusses people – i.e. actual artists and scientists.
“ which is more important ” – Make sure that your essay clearly answers this question. Your investigation of different AOKs and different specific examples throughout your answer may lead to multiple answers to the question which is perfectly fine. Your essay does not have to have one definitive answer to this question – in fact an essay that has one definitive answer to this question is likely flawed.
“ what can be explained ” – Consider the ways knowledge is explained in different AOKs. In the study of history, for example, arguments must be supported by evidence similar to other AOKs. However, history does not have formulas or experiments like in mathematics or the sciences that can be re-tested by others. Also, point of view plays a much larger role in determining what can be explained in some AOKs than others.
“ what cannot be explained ” – There are things that at a certain point of time cannot be explained and this uncertainty drives research. From another point of view, things cannot be explained fully in the arts such as a personal interpretation of a piece of literature or a sculptor’s intentions. These things that cannot be (fully) explained often drive discussion and analysis in the arts and lead to the development of artistic knowledge.
May 2023 TOK essay #2 should only discuss the AOK(s) mentioned in the prescribed title.
3. Does it matter if our acquisition of knowledge happens in “bubbles” where some information and voices are excluded? Discuss with reference to two areas of knowledge.
“ Does it matter ” – Make sure that your essay clearly answers this question. Your investigation of different AOKs and different specific examples throughout your answer may lead to multiple answers to the question which is perfectly fine. Your essay does not have to have one definitive answer to this question – in fact an essay that has one definitive answer to this question is likely flawed.
“ Acquisition of knowledge ” – This phrase shows up quite frequently in TOK essay prescribed titles. (FYI another phrase that shows up often is “production of knowledge”). Consider how knowledge is acquired in different AOKs and in different specific examples.
“ bubbles ” – Consider different ways that different AOKs can operate in “bubbles” and exclude “some information and voices.” For example, some traditional arts may try and set up barriers to prevent the traditional art from changing. This can act in a positive way and the knowledge of traditional art may be passed on relatively unchanged. From a negative point of view though, a traditional art that sets up barriers may prevent it from evolving along with other aspects of culture and it may be viewed as stagnant and out of date.
In other examples, criminology (the human sciences) has been making more use of mathematics and statistics and has been trying to include more information and ideas. More and more police forces are using mathematical / statistical models to learn more about crime to better prevent and solve crimes.
“ some information and voices are excluded ” – If you are considering May 2023 TOK Prescribed Titles #3 for your TOK essay may sure to examine a number of relevant specific examples that show how where “some information and voices are excluded.” You will need examples that show both that it matters and does not matter if the information and voices are excluded.
May 2023 TOK Prescribed Titles #3 and #1 are the only two where students have freedom to choose any two areas of knowledge.
4. Do you agree that it is “astonishing that so little knowledge can give us so much power” (Bertrand Russell)? Discuss with reference to the natural sciences and one other area of knowledge.
“ Do you agree ” – Make sure that your essay clearly answers this question. Your investigation of different AOKs and different specific examples throughout your answer may lead to multiple answers to the question which is perfectly fine. Your essay does not have to have one definitive answer to this question – in fact an essay that has one definitive answer to this question is likely flawed.
“ astonishing that so little knowledge can give us so much power ” – Look for specific examples that show how a little knowledge can give some person / organization / etc. “so much power.” There are situations where this power could be positive or negative. A medical researcher who makes a discovery about one specific gene may lead to a huge medical breakthrough. On the negative side, a junk food company could discover that a particular legal ingredient has some addictive properties and therefore decide to include it in their products.
“ Bertrand Russell ” – there is no need or requirement to look up the context of the Russel quotation or to discuss it or Russell in your essay. Spending time on this kind of research is very likely a waste of time. The IB actually used to specifically warn students about this. The May 2021 prescribed titles, for example, included this note: “It is appropriate to analyse [quotations in prescribed titles] but it is unnecessary, even unwise, to spend time on researching a context for them.”
May 2023 TOK essay #4 should only discuss the AOK(s) mentioned in the prescribed title.
5. Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.
“ Are visual representations always helpful ” – Make sure that your essay clearly answers this question. Your investigation of different AOKs and different specific examples throughout your answer may lead to multiple answers to the question which is perfectly fine. Your essay does not have to have one definitive answer to this question – in fact an essay that has one definitive answer to this question is likely flawed.
“ visual representations ” – charts, diagrams, models of the atom, maps, a painting of a WWI battle are a few examples of visual representations. Models of the atom, for example, can be helpful in explaining some characteristics of the atom but the model may simply or exclude key aspects of the atom. A painting of the battle of the Somme in WWI may provide some information about it, but what if the painter was not at the battle or did not even fight in WWI? Even if the painter had been in the battle, his or her depiction of the situation might be affected by bias, limited information, patriotism, etc.
“ always ” – there may be nothing in TOK that you could argue is “always” anything. Successful essays avoid one-sided arguments and should look at a situation and a prescribed title from a variety of angles / perspectives.
“ helpful ” – if you choose May 2023 TOK prescribed title #5 you could view “helpful” in a number of different ways. However, all of these ways should be directly connected to knowledge . Look closely at specific examples where visual representations are helpful or are not helpful in the production or acquisition of knowledge.
“ communication of knowledge ” – there are many different ways in which knowledge can be communicated. Analyze specific examples where visual representations play a role in communicating knowledge and look at the precise way knowledge is communicated. Make sure you can evaluate whether or not it is helpful.
TOK prescribed titles frequently use phrases such as the “sharing of knowledge” and the “acquisition of knowledge” but May 2023 prescribed title #5 may be the first time that the phrase “communication of knowledge” has been used. “Communication of knowledge” can include both “sharing” and “acquisition” though.
May 2023 TOK essay #5 should only discuss the AOK(s) mentioned in the prescribed title.
6. To what extent is the knowledge we produce determined by the methodologies we use? Discuss with reference to history and one other area of knowledge.
“ To what extent ” – Make sure that your essay clearly answers this question. Your investigation of different AOKs and different specific examples throughout your answer may lead to multiple answers to the question which is perfectly fine. Your essay does not have to have one definitive answer to this question – in fact an essay that has one definitive answer to this question is likely flawed.
“ the knowledge we produce ” – If you pick May 2023 TOK prescribed title #6, make sure you can clearly identify the actual knowledge that is being produced. Find specific examples where you can clearly identify the knowledge produced and determine whether or not this production was affected by methodology.
“ determined by the methodologies we use ” – If you choose May 2023 TOK essay #6 you should find some specific examples where methodology affected the knowledge produced as well as specific examples where methodology did not affect the knowledge produced.
May 2023 TOK essay #6 should only discuss the AOK(s) mentioned in the prescribed title.
Privacy Overview
ToK Essay May 2023 Title 3: Knowledge bubbles & excluded information and voices.
Clarifying the terms of the Q: The metaphor of ‘bubbles’ in relation to knowledge should remind us of associated expressions like ‘ivory tower’, ‘think tank’, ‘research group’ or ‘echo chamber’. Each expression refers to the idea of a ‘knowledge community’ and they are all variations on a single theme: how both individuality and collaborative approaches are essential to the pursuit of knowledge…
Developing the Q: A healthy ‘bubble’ is one in which the process of accepting and disputing knowledge claims – information or different voices – is always geared towards reaching some sort of consensus about knowledge. Implicit in this line of enquiry is your understanding of personal and shared knowledge. At first glance, the latter should make it easier to see whether excluding information and voices is a help or hindrance to the process of acquiring knowledge…
Theme connections : Are indigenous voices, and information from indigenous knowledge systems, excluded from other knowledge communities today? (OT3) To say yes would be to generalise...
Knowledge Questions : To what extent does a knowledge community suffer when diverse voices are excluded? Does the exclusion of others’ voices or viewpoints always create narrowmindedness?
Perspectives
History : How does a collaborative knowledge bubble help to distinguish between true and false historical knowledge? Is there a practical value in such bubbles? The subjective nature of historical enquiry necessities the inclusion of multiple perspectives or voices and information but this isn’t always easy to sustain. Surely, historians try hard to deal in hard historical facts and thereby have an ethical responsibility in maintaining an objective, unbiased attitude...
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MAY 2022 TITLE 3: Knowledge Acquistion in Bubbles*
Now only €30, feedback for the may 2021 guides, “this guide gave me some really great ideas on how to apply the different aok’s to the title.” jack, uk, “i had no idea where to begin with my tok essay. reading this guide helped me to understand the terms of the question and develop my argument.” alesha, usa, “brilliant guide. i found the examples of strong introductions and conclusions to be particularly useful.” magdalena, germany, “i like how the guide breaks down the title in a clear way and connects different tok concepts to the question.” steven, canada, guide extract.
Between 4000-5000 words each, these comprehensive essay guides are designed to help you understand the terms of the title and how to approach it using the different AOK’s as well as applicable TOK themes and concepts.
There are additional sections providing advice on how to write your TOK essay in order to ensure that it corresponds with the criteria set out by the IB mark scheme.
Each guide contains the following sections:
Unpacking the title
- Key Terms
- Exploring the Question
- TOK Concepts
- Key Points to remember
Areas of Knowledge
- Mathematics
- Natural Sciences
- Human Sciences
Planning your TOK Essay
Top TOK Essay Writing Tips
What NOT to Do in a TOK Essay
If you would like to purchase a guide, please click the 'Buy Now' button on the page of your chosen guide. If you do not have a PayPal account, please choose the 'Guest Checkout' option. Please also send an email to [email protected] confirming your order. You will receive a PDF copy of the relevant guide within 12 hours. Please note that the title for each guide only contains part of the question due to copyright issues.
Please do not directly copy and paste sections of these essay guides into your work. They are designed to help you understand the question and formulate your own ideas and arguments.
When ordering a guide, please ensure that you have chosen the correct title as guides cannot be exchanged once purchased.
These guides are currently only available in English.
* Due to copyright issues, only part of the title is included. These guides are produced independently and are in no way affliated with IBO.
May 2023 TOK Essay Prompts + SAMPLES & Suggestions
Vasy Kafidoff
November 14th, 2022
Every year, students anxiously wait for the IB to announce the TOK essay topics. So this year is not an exception; IBO has also announced 2023 May titles for IB TOK essay. The TOK essay can be quite a challenging one to write for most students. Therefore it’s extremely important to select a TOK essay topic that suits you better.
Most students struggle with the idea of writing a TOK essay since it can indeed be very tough owing to its different structure. Most students plan for days on end so that they can see just the proper structure in mind, with suitable examples so that they can give their best to what they are doing.
Btw… ⏩ We can write a ToK essay for you ⏪
To be able to score well, you need to plan accordingly. The idea is to make sure to do a great job and that can only happen when you know what exactly is expected of you and how you get through that. To better understand the TOK essay and have ample considerations, here is the list of TOK essay titles for May 2023 explained by professional IB writers.
You can get a few ideas from here about how you’re supposed to work on these. With these ideas, you are sure to do a sound job with your TOK essay . Furthermore, you will find links for 2 different May 2023 TOK essay samples that were written by our IB experts. Feel free to use them for inspiration.
TOK essay titles and questions for May 2023
Below you will find an updated list of TOK essay prompts for the May 2023. We have also added some suggestions from our expert TOK essay writers for your ease. Enjoy reading 😉
Is replicability necessary in the production of knowledge? Discuss with reference to two areas of knowledge.
In this essay, it is important to focus on the world’s replicability. Next, the distinction between necessary and sufficient requirements need to be made. After that, the focus should be on how objectivity is related to replicability. You can give examples of several experiments that have been done and whether or not they have been replicated.
In line with your thought process, you can further work towards explaining that in further detail and making your point much clearer this way. Based on the examples you give, you can also talk about the different ways of knowing, which can help you explain this in a much better way, in line with the requirements of IB.
For artists and natural scientists, which is more important: what can be explained or what cannot be explained? Discuss with reference to the arts and the natural sciences.
With this title, you can see that there are two areas of knowledge already given. This means that you don’t have a free hand to choose topics yourself. You essentially have to differentiate between what can be explained and what cannot. Some things are easier to explain, whereas others aren’t. Using examples from art and natural sciences, you can offer your explanation here.
The examples you choose need to be as such that it makes it much easier for you to make that distinction. Once you do that, select your ways of knowing as well so that you can comply with the IB requirements .
Does it matter if our acquisition of knowledge happens in “bubbles” where some information and voices are excluded? Discuss with reference to two areas of knowledge.
In this essay, the main focus is on bubbles. The idea is to explore what bubbles mean in this context. We can see that “bubbles” here refers to knowledge that is subjective in all ways. The idea is to explore whether or not knowledge can be subjective in all ways or whether it can be objective as well. This is important to understand in all contexts first. Subjective and objective knowledge can be explored using different areas of knowledge.
However, the areas of knowledge should be selected based on the fact that it should be very easy to make that switch and understand how these two differ in context. Additionally, you can also shed light on what is required to share another person’s perspective on the situation. It is only once you know you can make that distinction as clear as ever.
Do you agree that it is “astonishing that so little knowledge can give us so much power” (Bertrand Russell)? Discuss with reference to the natural sciences and one other area of knowledge.
In this essay, the main focus has to be on this quote given. The idea is to see how knowledge can give us power. We have always heard how knowledge can make us powerful. Here, the idea is to see how that can happen using several different examples.
One area of knowledge is already given. The other area of knowledge is up to your choice. So based on that, you need to choose examples that will help you understand this better. You can talk about how these two areas of knowledge have allowed us to make the most of our lives, which is how we have become so powerful.
Below you will find a May 2023 TOK essay sample completed by our IB experts at WritingMetier.com
Are visual representations always helpful in the communication of knowledge? Discuss with reference to the human sciences and mathematics.
Here, the main focus needs to be on visual representation and how they represent the truth in most situations. The idea is to see what these visual representations are and how they allow for the communication of knowledge to happen in the best way possible. You also have to make the distinction between practical and theoretical knowledge here.
As you can see, two areas of knowledge are already given here: human sciences and mathematics. So you have to make use of these only and use relevant examples to explain this.
To what extent is the knowledge we produce determined by the methodologies we use? Discuss with reference to history and one other area of knowledge.
The main keyword here that you need to focus on is methodologies. You have to speak about what methodologies are and how they allow you to understand things in the best possible way. You need to use history as one area of knowledge, and you can choose the other area of knowledge yourself.
The idea is to help you understand this in the best way possible so that you can make a clear point about how the methodologies employed helped you get to this conclusion.
And again, sharing an example of an APA format IB TOK essay on title #6 that can be used as a guide. Yes, it’s also written by one of our expert IB TOK writers, and if you want, you can get assistance from these writers no matter the urgency of your task.
If you might have missed some of the previous TOK essay titles with samples or topics for previous years, below I’m sharing the links.
The year 2022:
- November 2022 TOK essay prompts
- May 2022 ToK essay titles
Previous years’ prompts:
- November 2021 ToK Essay titles
- May 2021 Theory of Knowledge essay prompts
Choose IB TOK essay topic wisely, my friend 😉
With these suggestions and explanations for each May 2023 TOK essay topic, you can write a good TOK essay! If you are facing tough deadlines and want someone to lend you a hand – WritingMetier.com is here to help.
You can always buy a custom TOK essay that will be written under your instructions and following one of the May 2023 prompts. Not forgetting about the latest changes in the IB criteria.
We can guarantee this because we have been in the IB writing services business for 4+ years now and have already completed hundreds of different IB papers.
Vasyl Kafidoff is a co-founder and CEO at WritingMetier. He is interested in education and the ways modern technology makes it more accessible. He wants to bring awareness about new learning possibilities as an educational specialist. When not working, he’s found behind a drum kit.
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Title III FAQs
These frequently asked questions are intended to assist local educational agencies (LEAs) in implementing the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Every Student Succeeds Act (ESSA), Title III provisions. Applicable legal citations are included.
Introduction
Funding of subgrants to leas, private schools, use of funds.
- Parental Engagement
Immigrant Student Education Program
- Former Accountability Requirements
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What is the purpose of Title III, as reauthorized by the ESSA?
What achievement goals apply to english learner (el) students under title iii.
State educational agencies, LEAs, and schools are required to assist EL students to meet the same state academic standards that all children are expected to meet, and implement measures of English language proficiency. (Title III, sections 3102(2), 3115(a).)
How will the U.S. Department of Education determine the amount of the Title III grant to award to California?
The U.S. Department of Education determines the grant award to the states by using a formula based on the number of EL and immigrant students enrolled in the state. Ninety-five percent of the apportionment will be allocated as subgrants to eligible LEAs serving EL and/or immigrant students. (Title III, Section 3111(a), (b)(1).)
Must an LEA reapply each year for Title III funds?
Yes. Each fiscal year all applicants must reapply and maintain an updated plan for funds allocated for that fiscal year, and meet reporting requirements. (Title III, sections 3114(a), 3115(a), 3121(a)(b).)
How can an LEA reapply each year for Title III funds?
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Which LEAs are eligible for EL and/or immigrant student subgrants?
LEAs—which include school districts, county offices of education (COE), and direct-funded charter schools—that enrolled one or more EL and/or immigrant students during the previous fiscal year are eligible. In the case of immigrant education funds, the LEA must also meet the enrollment criteria for eligible immigrant students. (See the Immigrant Student Education section below for additional details.)
Are private schools eligible to receive Title III funds?
No. Because private schools are not LEAs, they are not eligible to receive Title III funds. However, English learner and immigrant students enrolled in not-for-profit private schools may receive Title III services provided by public schools in their geographical jurisdiction (ESEA, Section 8501). See the Private Schools section in this document for additional details on private school participation.
What is the process for private schools to participate in Title III English Learner programs?
ESEA, Section 8501, requires LEAs to consult in a timely and meaningful manner with private schools and determine which private schools request participation. Services must be provided on an equitable basis. Additional details are provided in the Private Schools section of this document.
How does the California Department of Education (CDE) allocate Title III funds to eligible LEAs?
The CDE provides subgrants to LEAs for EL and eligible immigrant students on the basis of a formula. For the fiscal year, qualifying LEAs will receive an allocation for each eligible EL student and for each eligible immigrant student enrolled in the LEA. The amount LEAs will receive for each eligible EL student and for each eligible immigrant student varies based on the total number of qualifying students statewide and the federal funds available for each year.
Which types of subgrants will states make to eligible LEAs?
There are two types of subgrants that the state can give to LEAs:
- Formula subgrants for English learner (EL) students: LEAs are eligible for subgrants on the basis of the number of EL students enrolled in schools served by the LEA. The number of EL students is submitted annually to the CDE in the California Longitudinal Pupil Achievement Data System (CALPADS).
- Set-aside subgrants for immigrant students: The number of eligible immigrant students is submitted annually to the CDE. LEAs submit the number of immigrant students using CALPADS, and private schools submit the number of immigrant students on the Student National Origin Report (SNOR). Visit the CDE Student National Origin Report web page. For information on immigrant education subgrants, see the Immigrant Student Education Program section in this document.
Visit the CDE Title III English Learner and Immigrant Programs web page to view the current and past allocations for the EL student and immigrant student education subgrants.
If eligible, may an LEA receive a Title III subgrant for both EL students and eligible immigrant students?
Yes, LEAs that are eligible for an immigrant student subgrant may also receive an EL student subgrant under Title III.
How does an LEA apply for EL student funds under Title III?
Under Title III the CDE provides formula subgrant awards to LEAs that enroll one or more EL students. An LEA that reported the enrollment of one or more EL students through October California Longitudinal Pupil Achievement Data System data collection is eligible to apply. All eligible LEAs apply annually for the Title III EL Student Program Subgrants funding on the Consolidated Application and Reporting System (CARS) "Application for Funding" page. Information regarding the CARS application process is available on the CDE CARS web page. Additionally, LEAs scheduled to receive a formula subgrant of less than $10,000 must apply as a member of a consortium. (Title III, section 3114(b).)
Consortium leads and member LEAs will apply on the CDE Title III Consortium Online Application. In the case of a consortium, only the lead LEA is the grantee.
Is an LEA that receives an EL student subgrant under Title III required to submit a plan of how it proposes to use the funding?
Yes. LEAs that participate in the Title III EL program are required to maintain locally updated plans that delineate the use of Title III funds. The updated plans must include a budget detailing supplemental activities provided to EL students through use of Title III funds. (Title III, sections 3114(a) and 3116(a).)
May a county office of education (COE) be the lead LEA and/or a member LEA when forming a consortium for Title III funding?
If the county office enrolls EL students in a county-run school, then the county office may be a member or lead LEA in the consortium. If the county office does not enroll EL students, it cannot be considered a member or a lead in the consortium. See below for possible functions of a county office. The process of determining the lead within a consortium is determined at the local level.
What are the responsibilities of the consortium lead and members?
The consortium lead LEA will be responsible for acting as the fiscal and programmatic agent for the consortium, and will file the required expenditure reports, submit cash management data, and maintain fiscal records. The lead provides the member LEAs with programs, services, and products by way of the Memorandum of Understanding (MOU). Note that subgrants are not "pass-through" grants (grants in which the lead distributes the money dollar-for-dollar for which the LEA was eligible), rather services should be proportionate according to the number of English learners in each LEA. LEAs in the consortium should work together to design a MOU that will enable the consortium as a whole to serve English learners collectively in a way that they could not do individually, through collaborative efforts (for example, through professional development).
In what ways may COEs provide support to a consortium of LEAs?
In addition to the conditions described above, COEs may be subcontracted by Title III-funded LEAs to provide required and/or authorized services to Title III direct-funded and consortium LEAs. Through the California Statewide System of Support, COEs can provide collaborative and coordinated support to Title III-funded LEAs in their role as a technical support agency.
Is there a cap on the amount of Title III funds that can be used for the administration of the EL student program?
Yes. An LEA may use no more than two percent of an EL student subgrant for direct administrative costs (Title III, Section 3115(b)). Direct administrative costs include such items as salaries of project personnel, clerical support, and other costs directly incurred in the administration of the program.
May LEAs that receive Title III EL student funds assess the approved indirect cost rate?
The LEA can apply its approved indirect rate to the portion of the subgrant that is not reserved for direct administrative costs. A list of approved indirect cost rates are available on the CDE Indirect Cost Rates web page.
Is carryover of Title III EL student funds allowed?
Yes. Carryover of Title III EL student funds is allowed. Under the federal Tydings Amendment, Section 421(B) of the General Education Provisions Act, 20 United States Code 1225(b), Title III EL funds are awarded to the subgrantee for use within a 27 month grant period. LEAs have a maximum of 15 months to expend and obligate current-year funds from as early as July 1 of any federal fiscal year through September 30th of the subsequent year, or the funds will be reallocated. LEAs have an additional 12-month carryover period extending from October 1 through September 30 of the succeeding fiscal year. Funds not obligated within the Tydings period of the 12 months must be returned through the CDE to the U.S. Department of Education (Tydings Amendment of General Education Provisions Act, Section 76.709 of Education Department General Administrative Regulations).
What fiscal procedures should be taken when a direct-funded LEA or consortium-partner LEA discontinues participation in Title III?
What are the standard account codes structure (sacs) resource numbers for the title iii el student and immigrant education programs.
The SACS Resource number for the EL student program is 4203. The SACS Resource number for the Immigrant Education program is 4201. The SACS Revenue number for both programs is 8290. This SACS information is available on the CDE Standardized Account Code Structure web page.
Should Title III funds be used to remedy the academic deficits of reclassified fluent English proficient (RFEP) students, or is the use of Title III funds limited to use for EL students who have not been reclassified?
The use of Title III funds is limited to providing EL students with appropriate language programs and services to attain English proficiency based on California’s current English language proficiency assessment and to meet challenging state academic standards.
May Title III funds be spent to provide services to RFEP students?
When a student is RFEP, that student is no longer an EL and is no longer eligible to receive Title III programs or services. However, Title III funds may be used to monitor RFEP students for up to four years after reclassification, and maintain all LEA’s reporting requirements (Title III, Section 3121). Title I funds may be used to help remedy the academic deficits of RFEP students and ensure that these students reach the proficient level on academic tests.
What are EL students in private schools eligible to receive through Title III?
Identified EL students in not-for-profit private schools are eligible to receive Title III program products and services. The LEA, however, maintains title to materials, equipment, and property purchased with Title III funds. LEAs may allow the private school to hold the items from year-to-year, in accordance with the approved activities specified in the Memorandum of Understanding between the LEA and private school.
What topics will the LEA need to address with the not-for-profit private school to ensure "meaningful consultation" in the design and development of Title III programs, services, and/or products to be provided?
To ensure timely and meaningful consultation, the LEA must consult with appropriate private school officials during the design and development of the Title III program on issues such as:
- How the EL student needs will be identified;
- What services will be offered;
- How, when, and by whom the services will be provided;
- How the services will be assessed, and how the results of the assessment will be used to improve those services;
- Size and scope of the services to be provided to the private school children and educational personnel;
- The amount of funds available for those services; and
- How and when the LEA will make decisions about the delivery of services, including a thorough consideration of the views of the private school officials on the provision of contract services through potential third-party providers.
An Memorandum of Understanding (MOU) between the LEA and private school should be developed as a result of initial consultation and address these items. Subsequent meetings should be scheduled between the LEA and private school to assess services and determine areas and plans for improvement. A sample MOU can be found on the CDE Title III Private Schools web page.
What resources are available to assist LEAs and private school officials with learning more about ESSA and Title III programs, particularly the consultation process and the provision of equitable services?
What process should be used to identify eligible el students in private schools.
The CDE recommends that private schools make an agreement with the LEA to use procedures similar to those used by public schools to identify private school students eligible for Title III services. The LEA is responsible for the oversight and costs of initial identification.
Private schools may wish to further assess identified EL students in their primary language to diagnose needs and determine the best strategies to assist students in furthering their ELP. Once identified as an EL, a private school may request that a student continue to receive Title III services in subsequent school years until the student attains English proficiency.
Must private school EL students be assessed annually?
Yes. English proficiency of private school EL students must be assessed annually to determine their continued eligibility for Title III services. With the LEA's consultation, the private school decides on the English language proficiency assessment to be used.
Are immigrant students in private school students eligible to receive Title III Immigrant programs, services, and products?
Yes. When meaningful and timely consultation has occurred, and when an Memorandum of Understanding (MOU) has been developed between the LEA and the eligible private school, immigrant students in the private school may receive Title III immigrant programs, services, and products. Private schools may not receive Title III funds directly.
For more information and a sample MOU, please visit the Title III Immigrant Private Schools web page.
How much of an LEA's Title III funds for EL and immigrant students may be used to support programs, services, and products for EL and immigrant students in private schools?
The ESSA specifies that assistance to EL and immigrant students in private schools should be equitable to that of EL and immigrant students in public schools.
Do LEAs receive Title III funds for EL and immigrant students served in private schools?
Yes. The CDE collects data on the number of EL and immigrant students enrolled and reported in private schools that receive Title III programs and services. The CDE aggregates this data and adds this number to the number of EL and immigrant students enrolled in public schools to determine funding amounts.
How are LEAs held accountable for meaningful and timely consultation with private schools that request to participate in Title III programs and services?
As a part of the Federal Program Monitoring process, LEAs must provide evidence that they have met the legal requirements of ESEA Section 8501. Evidence must demonstrate that personnel representing the LEA engaged in timely and meaningful consultation with private school officials in their geographical area and, have offered to assist the schools with the identification of EL and immigrant students and the provision of services to eligible students, teachers, and families of EL and immigrant students.
May an LEA request that potential Title III participants enrolled in private schools come to the district's assessment or newcomer center for the administration of the English language proficiency test?
Yes. An LEA may request that private school students who are being considered for Title III services come to the district's centralized assessment location. In cases where the administration of the English proficiency assessment at the LEA’s center would cause a hardship on the part of the private school students, the LEA should make other reasonable arrangements for the assessment of such students.
Must a Title III program design be the same for both public and private schools?
No. If the needs of the private school students are different from those of the public school students, the LEA, in consultation with private school officials, must develop a separate program design that is appropriate for the private school students. Consultation and coordination between the LEA and private school officials is essential to ensure a high-quality program that meets the needs of the students being served assists those students in attaining English language proficiency and meeting the same challenging State academic standards as all students.
Does the Title III requirement on language qualifications of teachers also apply to teachers providing services to private school students?
Yes. All teachers providing Title III instructional services must be fluent in English, and any other language used for instruction, including written and oral communications skills. (Title III, Section 3116 (c).)
Who maintains control of Title III materials and equipment?
May an lea carry over title iii funds from one school year to another.
Yes. LEAs may carry over Title III funds for one year beyond the original year of funding. Under the federal Tydings Amendment, Section 421(B) of the General Education Provisions Act, 20 United States Code 1225(b), Title III English Learner funds are awarded to the subgrantee for use within a 27 month grant period. LEAs have a maximum of 15 months to expend and obligate current year funds from as early as July 1 of any federal fiscal year through September 30 of the subsequent year, or the funds will be reallocated. LEAs have an additional 12 month carryover period extending from October 1 through September 30 of the succeeding fiscal year. Funds not obligated within the Tydings period of 12 months, must be returned through the CDE to the U.S. Department of Education.
Must Title III EL and immigrant student funds follow the EL and immigrant students?
Not necessarily. Although the amount of funds allocated to an LEA is based on a formula subgrant with a specified amount for each EL and immigrant student identified and enrolled, the funds do not have to follow the students in a proportional manner. The LEA has the flexibility to determine where and how the funds will be used for allowable activities on the basis of the needs of its EL and immigrant student population (Title III, Section 3115).
How may the Title III EL and immigrant student funds be used?
EL and immigrant student funds must be used to increase the English language proficiency of EL and immigrant students by providing language instruction educational programs and access to challenging State academic standards. These programs must also provide effective professional development to teachers, principals, administrators, and other school or community-based organizational personnel. (Title III, Section 3115)
How may funds be used to provide professional development?
Title III specifies required professional development activities, and states specifically that these activities must be of sufficient intensity and duration to have a positive and lasting impact on the teacher's performance in the classroom.
- Improve the instruction and assessment of EL and immigrant students;
- Enhance the ability of teachers to understand and implement curricula, assessment practices and measures, and instructional strategies for EL and immigrant students;
- Effectively increase students' English language proficiency.
The law also specifies that professional development shall not include activities, such as one-day or short-term workshops and conferences, unless they are a part of a comprehensive professional development plan that is based on an assessment of the needs of the teacher, the supervisor, and the students. (Title III, Section 3115 (c)(2).)
Title III uses the terms "supplement" and "supplant." What do they mean?
Federal funds available under this subgrant will be used "to supplement the level of federal, state, and local public funds that, in the absence of such availability, would have been expended for programs for English learner and immigrant children and youth, and in no case to supplant such federal, state, and local public funds." (Title III, Section 3115(g).)
Can Title III funds be used for alternative bilingual education programs?
Yes. In Title III, Section 3201(7)(B), a “language instruction educational program” is defined as an instruction course:
However, Title III must be used only to supplement core instruction and program implementation.
How can Title III funds be used to provide special education services for EL and immigrant students?
Parent, family, and community engagement, what are the requirements regarding the role of parents and families of el students.
Each LEA using funds provided under Title III to provide a language instruction educational program must implement an effective means of outreach to parents and families of EL and immigrant students. LEAs must inform parents how they can be active participants in assisting their children to learn English, achieve at high levels in core academic subjects, and meet the same challenging State academic content standards that all children are expected to meet (Title III, Section 3115 (d)(6)).
Which parents/guardians should receive the notifications required under Title III?
Title III requires that the parents/guardians of students identified for, or participating in, a Title III program be notified of such participation. Therefore, the parents/guardians of all English learner (EL) and immigrant students in any LEA using Title III funds shall receive the required parental notifications. The same requirements regarding parents of EL and immigrant students are found in Title I, Section 1118.
Additionally, many of the federal parental notification requirements overlap with state requirements. If a student is enrolled in an LEA that does not receive any federal Title I or Title III funds, then only state requirements for notification of parents apply.
Are any parent committees required under Title III?
No. Parent committees are not specifically required by Title III, but they are required under other state and federal statutes such as the English Learner Advisory Committee and the District English Learner Advisory Committee which are required by state law. California Education Code ( EC ) Section 62002.5; EC sections 52063, 52069; California Code of Regulations , Title 5 (5 CCR ), Section 15495(b)).
Is parent engagement required under Title III?
Yes. In Title III, Section 3111 (b)(2)(D)(iv), an LEA is to use funding to strengthen and increase parent, family, and community engagement in programs that serve English learners.
What language is required to be used in the notices to parents?
Federal law requires that schools and districts effectively communicate with all parents/guardians, regardless of the percentage of students that speak a language other than English. To the extent practicable, LEAs must provide parents/guardians with information in a language they can understand.
How are immigrant students included in the Title III subgrant program?
In addition to the formula subgrants that LEAs may receive for English learner students under Title III, the CDE is also authorized to award subgrants to LEAs that have 21 or more eligible immigrant students and experience a significant growth in the enrollment of eligible immigrant students in the preceding fiscal year compared with the average of the two preceding fiscal years.
If the percentage of growth, for either the number or percentage of immigrant students, is two percent or greater, the LEA is eligible to participate in the Title III Immigrant student education program. (Title III, Section 3114 [d][1]). Data from private schools located within the geographic jurisdiction of an LEA are integrated into the LEA’s data to determine eligibility, and the data is also included for funding purposes.
Which LEAs are eligible for a Title III immigrant education subgrant?
Any school district, county office of education, or direct-funded charter school that enrolls one or more eligible immigrant students may participate in the Title III immigrant student education program if the LEA meets the criteria for enrollment of eligible immigrant students (Title III, Section 3114 (d)(1)).
What is the definition of "eligible immigrant student" in Title III?
The term "immigrant children and youth" is defined in Title III, Section 3201(5) as an individual who is aged three through 21; was not born in any state; and has not been attending one or more schools in any one or more states for more than three full academic years.
How does the CDE know how many eligible immigrant students are enrolled in an LEA?
Annually, each LEA in the state is asked to submit their immigrant student count in California Longitudinal Pupil Achievement Data System. Private schools submit their immigrant student count using the Student National Origin Report (SNOR). The reporting provides a vehicle for each LEA and private school to identify the number of eligible immigrant students enrolled, and allows CDE to review the reported data.
When do LEAs take the annual count of eligible immigrant students for the Student National Origin Report (SNOR)?
LEAs take counts of eligible immigrant students on the first Wednesday in October every year. LEAs submit the report to California Longitudinal Pupil Achievement Data System.
What is the process for private schools to participate in immigrant student education?
Private schools must submit the SNOR annually to the CDE. Once eligibility for a Title III immigrant education subgrant has been determined for a specific LEA in a specific school year, all the LEAs and all the private schools located within the geographic jurisdiction of each eligible LEA will be notified. For more information on the Title III Immigrant Student Education Program and private school participation, visit the CDE Title III Immigrant Private Schools web page.
How does an LEA apply for immigrant education program funds under Title III?
All eligible LEAs apply annually for the Title III Immigrant Student Program Subgrants funding on the Consolidated Application and Reporting System "Application for Funding" page.
How may Title III funds for immigrant student education programs be used?
The purpose of the immigrant student education program is to provide enhanced instructional opportunities for immigrant children and youth. These opportunities may include, but are not limited to:
- Family literacy, parent and family outreach;
- Recruitment of personnel, including teachers and paraprofessionals;
- Provision of tutorials, mentoring, and counseling;
- Identification, development, and acquisition of materials, software, and technologies;
- Basic instructional services needed by immigrant students; and
- Other instructional services needed by immigrant students.
- Activities coordinated with community-based organizations, institutions of higher education, or other entities to assist immigrant students and their families.
May LEAs assess administrative costs of the Title III immigrant education funds?
Yes. The LEA is authorized to assess costs for direct administrative costs. Recommended direct administrative costs for a fiscal year may not exceed two percent of such funds for the cost of administering the program. In addition, LEAs are authorized to assess approved indirect costs to the portion of the subgrant that is not reserved for direct administrative costs. A list of approved indirect cost rates is available on the CDE Indirect Cost Rates web page.
Is the carryover of funds allowed in the Title III immigrant student education program?
Yes. Carryover of Title III immigrant student education program funds is allowed. Under the federal Tydings Amendment, Section 421(B) of the General Education Provisions Act, 20 United States Code 1225(b), Title III immigrant funds are awarded to the subgrantee for use within a 27 month grant period. LEAs have a maximum of 15 months to expend and obligate current-year funds from as early as July 1 of any federal fiscal year through September 30 of the subsequent year or the funds will be reallocated. LEAs have an additional 12 month carryover period extending from October 1 through September 30 of the succeeding fiscal year. Funds not obligated within the Tydings period of the 12 months must be returned through the California Department of Education to the U.S. Department of Education (Tydings Amendment of General Education Provisions Act, Section 76.709 of Education Department General Administrative Regulations).
Is an LEA that receives an immigrant student education grant under Title III required to have a plan of how it proposes to use the funding?
Accountability requirements.
Previous federal statute under Title III of the No Child Left Behind Act required statewide accountability on English proficiency achievement objectives for English learners. With the reauthorization of the ESSA under the ESEA, the English learner accountability requirements, formerly specified under Title III, have been amended and moved to Title I.
The data files for the former Title III accountability system are provided for historical information and research purposes only on the Former California Department of Education Title III Accountability web page.
To receive updates regarding Title III programs, subscribe to the Title III Updates Listserv by sending a blank email to [email protected] .
- Title III Language instruction for English learner (EL) and immigrant students.
- English Language Development Standards
- State Seal of Biliteracy
- Multilingual Education
- Reclassification
- English Learner Roadmap
- World Language Reading Challenge
- English-Spanish Glossary for Educational Settings
- State Seal of Biliteracy FAQs
- Spanish Language Development Standards
- SSB Less Commonly Awarded Languages, 2021-22 (added 27-Feb-2023) removed by RO --> Districts Awarding the State Seal of Biliteracy (SSB) in Less Commonly Awarded Languages for 2021-22. removed by RO -->
- World Language Reading Challenge FAQs (added 09-Feb-2023) removed by RO --> Frequently asked questions (FAQs) related to the World Language Reading Challenge. removed by RO -->
Bubbles & Brew
Questions & answers, what is the phone number for bubbles & brew.
The phone number for Bubbles & Brew is (408) 779-8800.
Where is Bubbles & Brew located?
Bubbles & Brew is located at 17105 Monterey Rd, Morgan Hill, CA 95037, USA
What is the internet address for Bubbles & Brew?
The website (URL) for Bubbles & Brew is: http://bubblesmorganhill.com/
What days are Bubbles & Brew open?
Bubbles & Brew is open: Monday:3:00 – 8:00 PM Tuesday:3:00 – 9:00 PM Wednesday:3:00 – 9:00 PM Thursday:3:00 – 9:00 PM Friday:3:00 – 10:00 PM Saturday:12:00 – 10:00 PM Sunday:12:00 – 8:00 PM
Customer Ratings and Reviews
Great place for a gathering of friends. Great music and wine.
Had a beer and the wife had a flight of bubbly then a nice Man. Morgan. Excellent service.
This is the first time I've been there great atmosphere. Good selection of beverages. It was the perfect place for a gathering offriends
Tasty pub food (pork sliders, flat bread pizzas, spice sausage) and yummy beer choices. Try the Dragon's Milk stout! Back patio live music by Jeff Nunes was excellent as well.
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Los Angeles Times - 14 May 07
Prof. robert b. laughlin department of physics stanford university, stanford, ca 94305, http://articles.latimes.com/2007/sep/17/nation/na-oil17 (copied 15 dec 08), tar pits' secret bubbles up, by jia-rui chong may 14, 2007.
Like many other visitors to the La Brea tar pits, sisters Samantha and Katie Salazar watched a basketball-sized bubble emerge from dark, slimy gunk Sunday and wondered, why are the tar pits bubbly?
For years, educators at the Hancock Park site could only guess that methane gas was being released as the byproduct of oil creation 1,000 feet below the surface.
Researchers at UC Riverside have finally found the answer: Hardy bacteria embedded in the natural asphalt are eating away at the petroleum and burping up methane.
Of the bacteria the researchers isolated in tar pit samples, about 200 to 300 are previously unknown species.
"I was totally surprised, but totally delighted," said John Harris, a paleontologist who is chief curator at the Page Museum, where fossils from the tar pits are collected.
"The tar pits are worldfamous already for fossils, but this is another claim to fame," he said.
Since the early 20th century, scientists and volunteers scouring the tar pits have found bones, shells, trunks and leaves from some 600 kinds of animal and plants from the last great ice age; the fossils range in age from 11,000 to 40,000 years old.
The pits have yielded mammoths, saber-tooth cats, a condor-like bird known as Merriam's Teratorn and coastal redwood trees.
The site became the richest late-Pleistocene site in North America because of the forms of petroleum welling up from below the surface.
"Brea" means tar in Spanish, but the slick black liquid in the pits is more properly called heavy oil.
Lighter compounds evaporate off the heavy oil -- accounting for the gas station-type odor at the tar pits -- and natural asphalt is the heavier stuff left behind.
Natural asphalt is extremely sticky and acts as a superb preservative, Harris said, which is why the tar preserved so many fossils.
An inch of the natural asphalt was enough to trap animals the size of a horse, he said. The immobilized animals attracted other predators, which then got stuck as well.
Mostly, the excavation had focused on dead things, Harris said.
"We weren't looking for stuff living in it," he said.
Although scientists had previously found one living thing in the asphalt -- an oil fly that lays its larvae there -- no one had managed to extract bacteria.
This was difficult in the past because the asphalt "is normally so gooey, it's impossible to get anything out of it," said David Crowley, one of the UC Riverside scientists who found the new bacteria.
Crowley and Jong-Shik Kim, a postdoctoral research associate, realized that they could pour cold liquid nitrogen on the asphalt, crush it into a fine powder and extract bacterial DNA from the powdered form.
"We found some really great bacteria," Crowley said. "The types we found are all very specialized for life in extreme environments."
Living in the asphalt means living with no oxygen, almost no water and lots of toxic chemicals, he said.
Some of the newly found bacteria, from the genus Bacillus, are related to the bacteria that survive the cold conditions 50 miles above the surface of the Earth, where ultraviolet rays sterilize practically everything else.
Others, from the genus Rubrobacter, are related to bacteria that can withstand more than 10,000 times the radiation that would kill a person.
The bacteria found in the pits work as part of a community. They eat up the petroleum and make organic acids, such as acetic acid, the compound that creates the sour flavor in vinegar.
Other bacteria, which Crowley and Kim are still working to characterize, consume these acid byproducts and produce the methane that bubbles to the surface.
Because several types of bacteria were found, the study reinforces the idea among scientists that bacteria don't live in isolated colonies, but often live in groups with other species, said James Lake, a UCLA microbiologist who was not involved in the study.
It also raises questions about the age of the bacterial strain found in the tar pits, he said.
It "makes you wonder whether this is an old-growth forest or if it's a new one," he said.
Crowley and Kim are still working on discerning the ancestry of the bacteria they found in their chunk of asphalt 20 feet below the surface.
The ancestors of these bacteria probably lived in animals and plants that decomposed into oil millions of years ago. As the oil rose up through the soil, so did the bacteria.
The bacteria that Crowley and Kim found could be direct descendants of ancient bacteria. But they also might have more recently mated with younger bacteria in the loamy sand near the surface.
What makes these petroleum-eating bacteria interesting is their potential environmental application, Crowley said.
Their ability to break up complex hydrocarbons could help clean up oil spills or clear the holds of oil tankers.
Some of the species they discovered in the genus Pseudomonas, for example, could help degrade trichloroethylene, a solvent in dry-cleaning and metal degreasing that is a major groundwater contaminant, Crowley said.
"These are definitely keepers," he said.
The Salazar sisters, who were standing with their mother by a statue of a mammoth getting stuck in the tar pit, marveled that the muck was actually teeming with life. They didn't know that live bacteria were creating the bubbles.
"It's kind of creepy," said Samantha, 15.
Katie, 9, said the discovery was "amazing," and planned to include the new information in a school report she was writing on the tar pits.
"If we could put [the bacteria] to work somehow, that would be amazing," said mother Lisa Salazar.
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Bubbles: 2023 TOK Essay Title 3 TOK Talk Education In this episode, I talked to Ian Galley (IBDP English Language & Literature) Nicole Mamphey (Science and Applied Ethics) about TOK Essay Title 3: Does it matter if our acquisition of knowledge happens in "bubbles" where some information and voices are excluded?
TOK Talk · Bubbles: 2023 TOK Essay Title 3 In this episode, I talked to Ian Galley (IBDP English Language & Literature) Nicole Mamphey (Science and Applied Ethics) about TOK Essay Title 3: Does it matter if our acquisition of knowledge happens in "bubbles" where some information and voices are excluded?
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ToK Essay May 2023 Title 3: Knowledge bubbles & excluded information and voices. Clarifying the terms of the Q: The metaphor of 'bubbles' in relation to knowledge should remind us of associated expressions like 'ivory tower', 'think tank', 'research group' or 'echo chamber'.
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In this essay, the main focus is on bubbles. The idea is to explore what bubbles mean in this context. We can see that "bubbles" here refers to knowledge that is subjective in all ways. The idea is to explore whether or not knowledge can be subjective in all ways or whether it can be objective as well.
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Like many other visitors to the La Brea tar pits, sisters Samantha and Katie Salazar watched a basketball-sized bubble emerge from dark, slimy gunk Sunday and wondered, why are the tar pits bubbly? For years, educators at the Hancock Park site could only guess that methane gas was being released as the byproduct of oil creation 1,000 feet below ...
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