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Stem Cells

Promises to Keep?

By Lauren E. Yaich

Stem Cells

 

Teaching Demands verses Research Productivity

Journal of College Science Teaching—May 2002

Faculty in undergraduate institutions are scholars and need to be actively engaged in research. They must also publish and get grants to be promoted and tenured. The strong demand on their time for teaching and college services, however, leaves them little time for research. This study discusses the workload of math and science faculty in predominantly undergraduate institutions and the impediments to their research activities.
Faculty in undergraduate institutions are scholars and need to be actively engaged in research. They must also publish and get grants to be promoted and tenured. The strong demand on their time for teaching and college services, however, leaves them little time for research. This study discusses the workload of math and science faculty in predominantly undergraduate institutions and the impediments to their research activities.
Faculty in undergraduate institutions are scholars and need to be actively engaged in research. They must also publish and get grants to be promoted and tenured. The strong demand on their time for teaching and college services, however, leaves them little time for research. This study discusses the workload of math and science faculty in predominantly undergraduate institutions and the impediments to their research activities.
 

Favorite Demonstration: Demonstrating a Thermodynamics Fountain

Journal of College Science Teaching—May 2002

Cryogenic materials, mainly liquefied and solidified gases, are probably the most fascinating materials to use for demonstrating chemical reactions to introductory college students. A popular series of articles (Blachley 1997; Coppola et al. 1994; Haub 2001; Hughes and Haworth 1992; Stamm and Franz 1992) has been published presenting very effective and attractive demonstrations using liquefied gases. The authors describe two versions of a straightforward experiment that illustrates the concepts of energy/heat flow and conversion of heat to mechanical work. It uses a water fountain powered by the expansion of liquid nitrogen or dry-ice.
Cryogenic materials, mainly liquefied and solidified gases, are probably the most fascinating materials to use for demonstrating chemical reactions to introductory college students. A popular series of articles (Blachley 1997; Coppola et al. 1994; Haub 2001; Hughes and Haworth 1992; Stamm and Franz 1992) has been published presenting very effective and attractive demonstrations using liquefied gases. The authors describe two versions of a straightforward experiment that illustrates the concepts of energy/heat flow and conversion of heat to mechanical work.
Cryogenic materials, mainly liquefied and solidified gases, are probably the most fascinating materials to use for demonstrating chemical reactions to introductory college students. A popular series of articles (Blachley 1997; Coppola et al. 1994; Haub 2001; Hughes and Haworth 1992; Stamm and Franz 1992) has been published presenting very effective and attractive demonstrations using liquefied gases. The authors describe two versions of a straightforward experiment that illustrates the concepts of energy/heat flow and conversion of heat to mechanical work.
 

Bridging Science and Engineering

Journal of College Science Teaching—March/April 2002

The Colleges of Engineering and Education at Penn State University have collaborated to design and deliver an engineering course for education and other nonscience majors. In this course, students integrate basic principles of applied physical science and engineering to solve authentic design problems.
The Colleges of Engineering and Education at Penn State University have collaborated to design and deliver an engineering course for education and other nonscience majors. In this course, students integrate basic principles of applied physical science and engineering to solve authentic design problems.
The Colleges of Engineering and Education at Penn State University have collaborated to design and deliver an engineering course for education and other nonscience majors. In this course, students integrate basic principles of applied physical science and engineering to solve authentic design problems.
 

Investigating Island Evolution: A Galapagos-based lesson using the 5E instructional model

The Science Teacher—February 2002

Many endemic species of the Galapagos Islands are useful for a biology teacher planning an extended lesson on evolution. In this activity, the teacher focuses on his Galapagos Islands’ experience to develop a unique lesson plan, using the 5E instructional model.
Many endemic species of the Galapagos Islands are useful for a biology teacher planning an extended lesson on evolution. In this activity, the teacher focuses on his Galapagos Islands’ experience to develop a unique lesson plan, using the 5E instructional model.
Many endemic species of the Galapagos Islands are useful for a biology teacher planning an extended lesson on evolution. In this activity, the teacher focuses on his Galapagos Islands’ experience to develop a unique lesson plan, using the 5E instructional model.
 

Reflecting on a Misconception: Can students see a full-length image in a small mirror?

The Science Teacher—February 2002

Looking at the reflection of our image in a mirror is so commonplace that most of us are unaware of the misconception we hold with respect to this phenomenon. This article provides an activity that will help students explore the concepts and relationships involved in reflection.
Looking at the reflection of our image in a mirror is so commonplace that most of us are unaware of the misconception we hold with respect to this phenomenon. This article provides an activity that will help students explore the concepts and relationships involved in reflection.
Looking at the reflection of our image in a mirror is so commonplace that most of us are unaware of the misconception we hold with respect to this phenomenon. This article provides an activity that will help students explore the concepts and relationships involved in reflection.
Intimidated by inertia? Frightened by forces? Mystified by Newton’s law of motion? You’re not alone—and help is at hand. The stop Faking It! Series is perfect for science teachers, home-schoolers, parents wanting to help with homework—all of you who need a jargon-free way to learn the background for teaching middle school physical science with confidence.
Intimidated by inertia? Frightened by forces? Mystified by Newton’s law of motion? You’re not alone—and help is at hand. The stop Faking It! Series is perfect for science teachers, home-schoolers, parents wanting to help with homework—all of you who need a jargon-free way to learn the background for teaching middle school physical science with confidence.
Confounded by kinetic energy? Suspect that teaching about simple machines isn’t really so simple? Exasperated by electricity? If you fear the study of energy is beyond you, this entertaining book will do more than introduce you to the topic. It will help you actually understand it. At the book’s heart are easy-to-grasp explanations of energy basics—work, kinetic energy, potential energy, and the transformation of energy—and energy as it relates to simple machines, heat energy, temperature, and heat transfer.
Confounded by kinetic energy? Suspect that teaching about simple machines isn’t really so simple? Exasperated by electricity? If you fear the study of energy is beyond you, this entertaining book will do more than introduce you to the topic. It will help you actually understand it. At the book’s heart are easy-to-grasp explanations of energy basics—work, kinetic energy, potential energy, and the transformation of energy—and energy as it relates to simple machines, heat energy, temperature, and heat transfer.

Energy: Stop Faking It! Finally Understanding Science So You Can Teach It

Confounded by kinetic energy? Suspect that teaching about simple machines isn’t really so simple? Exasperated by electricity? If you fear the study of energy is beyond you, this entertaining book will do more than introduce you to the topic. It will help you actually understand it. At the book’s heart are easy-to-grasp explanations of energy basics—work, kinetic energy, potential energy, and the transformation of energy—and energy as it relates to simple machines, heat energy, temperature, and heat transfer.
Confounded by kinetic energy? Suspect that teaching about simple machines isn’t really so simple? Exasperated by electricity? If you fear the study of energy is beyond you, this entertaining book will do more than introduce you to the topic. It will help you actually understand it. At the book’s heart are easy-to-grasp explanations of energy basics—work, kinetic energy, potential energy, and the transformation of energy—and energy as it relates to simple machines, heat energy, temperature, and heat transfer.

Learning Science and the Science of Learning: Science Educators' Essay Collection

Sure, you teach science. But do your students really learn it? Students of all ages will absorb more if you adapt the way you teach to the way they learn. That's the message of this thoughtful collection of 12 essays by noted science teachers. Based on the latest research, this is definitely a scholarly book. But to bring theories to life, it includes realistic scenarios featuring classrooms where students are encouraged to "construct" their own science learning.
Sure, you teach science. But do your students really learn it? Students of all ages will absorb more if you adapt the way you teach to the way they learn. That's the message of this thoughtful collection of 12 essays by noted science teachers. Based on the latest research, this is definitely a scholarly book. But to bring theories to life, it includes realistic scenarios featuring classrooms where students are encouraged to "construct" their own science learning.
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