Terrific Science Academies--2002-2003 finding exciting activities to teach the important These holistic activities are childcentered,imaginative your classroom to make basic physics concepts come http://www.terrificscience.org/academies/index.shtml
Physics Today February 2002 The labbased Everyday physics course that I often teach at the Much is alreadyknown about the student dynamics of inquiry-based physics activities. http://www.aip.org/pt/vol-55/iss-2/p12.html
Extractions: The lab-based "Everyday Physics" course that I often teach at the University of Michigan provides an initial encounter with physics for seniors who will soon disperse throughout society. But basic physics concepts and the inquiry-based learning environment should be experienced a decade earlier in the lives of a much wider sphere of students, as Leon Lederman so persuasively explained in his Reference Frame ( Physics Today, September 2001, page 11 ). Switching to the more natural "put physics first" learning sequence will help to instill crucial dynamics into the lifelong learning process for students and teachers alike. Much is already known about the student dynamics of inquiry-based physics activities. But which of these dynamics should be nurtured in children prior to their tackling ninth-grade physics? Doesn't lower mathematics itself unfold through dynamic learning processes? Surely there are countless Aha! moments that propel playful creativity in young children, and the incessant questioning process is a central dynamic that drives their learning. Why aren't school children specifically taught to better focus on their own internal thinking processes? Such a focus could make the learning experience more natural and enjoyable for all. Perhaps, once an inquiry-based physics-first curriculum becomes firmly established in our school systems, a further push toward instilling an even earlier (or parallel) program of appropriating the knowing process itself should be contemplated. Although we have impressively developed inquiry-based physics, problems remain in distilling the full dynamics of understanding and knowledge growth. Now seems to be the proper time for us physicists to reflect anew on our own internal processes so that we can better clarify our full education message to the nation's schools. The standard scientific method, for example, seems more like a prescription for doing science than for revealing how we actually work and think. And the dynamics can become murky when "commonsense" thinking (whatever that is) weaves back into the purely scientific discovery process.
Science Lesson Plans 800 lesson plans available for physics, Biology, and Spot Offers lesson plans, activities,and project of the Alligator River- Lessons that teach the tracking http://www.teach-nology.com/teachers/lesson_plans/science/
Extractions: Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Teacher Resources Lesson Plans Science ... Academy Curricular Exchange Science - 130 science lessons. Belasic, Elizabeth - 40 lessons in the areas of Biology and Physical Science. BrainPop -A powerful site for both students and teachers! Provides short multimedia movies on health, science, and technology. A must see for all science teachers! Caring for Our Pets - An excellent lesson for early childhood. Computer Technology in the Sciences - 50 lessons that utilize Internet resources. Denver Earth Science Project - 5 Earth Science learning modules. Elementary Science Support Center Activities - 5 inquiry-based activities. Engaging Science Lesson Plan Exchange - About 30 lesson plans are grouped into three categories corresponding to the curriculum. Explorer - A collection of educational resources (instructional software, lab activities, lesson plans, student created materials ...) for K-12 mathematics and science education.
Printable Worksheets Most for writing activities. Personal Educational Press can help you teach reading,whether 12 on English, Languages, Math, Science, physics, Chemistry, Biology http://www.teach-nology.com/teachers/lesson_plans/worksheets/
Extractions: Free Sites ... Professional Development Enter your email address for FREE weekly teaching tips! Home Teacher Resources Lesson Plans Printable Worksheets ... 5-Minute Activities - When you need to fill 5 minutes productively. A+ Math - Free mathematics practice worksheets. Abcteach.com - It is a site that has units, premade signs, for the classroom, etc. You need acrobat reader to download. There are free items and items available after registration, your choice. Awesome Library - Over 500 worksheets broken into subject areas. Brain Binders - Each page contains one puzzle with a finished picture. The goal is to fold the puzzle into a shape with a solid color on each side. Simply print, cut out, and fold to match the finished picture...it sounds easy until you try it! Click Teaching - Offers over 100 worksheets in ten subject areas. Coloring.com
UCLA Physics Astro. Parent Involvement to understand basic concepts of physics and astronomy and then to make suggestionsof assorted hands on activities which should help teach these concepts. http://www.physics.ucla.edu/k-6connection/parent.htm
Extractions: As a parent you don't need to be reminded that your child's teacher is overworked. With all of the responsibilities that teachers have, we find it difficult to imagine how they can even survive one hectic day after another. With all of the different subjects teachers are expected to present to their classes, it's no surprise that they really don't have the time to master such topics as physics and astronomy. Even if they were masters (and some are), where are they going to find the time and resources to gather the materials to teach a real "hands on" program? Current educational research indicates that students learn best when given lots of activities which involve the manipulation of equipment. Our purpose on this page is to present basic material to help teachers to understand basic concepts of physics and astronomy and then to make suggestions of assorted "hands on" activities which should help teach these concepts. In designing materials to be used in the hands on activities, we have made every effort to keep the equipment requirements simple. Where possible the materials are constructed of paper or require ordinary materials that can be obtained in a market or hobby store. Still, with the great demands on the teacher's time together with the occasional need for more elaborate equipment, it still won't be easy for them to obtain the required materials. Here is how you might help: 1) Read over the suggested activities and if you can see how you might provide some of the required materials for your child's teacher, offer to help. For example, the instructional unit on mass, weight and density requires some special shop work and equipmentcould you construct the "
IMITS Programs (Workshops) The CPU approach integrates handson activities to teach physics in a comprehensive,descriptive, and math friendly manner.teachers develop concepts, not http://ivc.uidaho.edu/imits/programs_workshops.shtml
Extractions: CPU is a one week physics summer workshop designed for Elementary andMiddle school teachers. The CPU approach integrates hands-on activities to teach physics in a comprehensive, descriptive, and math friendly manner.Teachers develop concepts, not mathematical formulas. This project will be over two Summers and teachers will receive up to 3 credits per Summer.The physics concepts studied are typical of those taught in elementary and middle schools, such as Light and Color, Electricity, Electro-statics, Scientific Underpinnings, and Motion. Teachers will receive material kits to implement modules in their classrooms. A great supplemental program for teachers who teach physical science concepts.
Main Page Template How do we teach? Studying physics at Bristol is not just about lectures. In additionyou will participate in a variety of activities designed to improve your http://www.phy.bris.ac.uk/ugadmissions/HowWeTeach.htm
Extractions: UCAS How do we teach? Introduction Studying physics at Bristol is not just about lectures. You will also take part in small group tutorials, laboratory work, self-directed learning, computing and project work. In addition you will participate in a variety of activities designed to improve your verbal and written communication skills that you will find useful whatever your chosen career. Lectures Lectures normally last for fifty minutes and often make use of demonstrations and modern visual aids. To support the work you do in lectures you will be expected to read recommended background material and to attempt graded problem sheets that are handed out according to our timetable. Help with examples is available through tutorials and problems classes, but many students find that discussions with friends on the course is also very stimulating and helpful. Tutorials On arrival in the department in the first year every student is allocated a member of staff as their Personal Tutor. He or she will follow your progress, give you advice and help on your coursework and is normally your first point of contact if personal or other problems arise. They will also be able to put you in contact with the other student support services if necessary. In the first year your Personal Tutor also acts as your Academic Tutor and guides you in the transition from the School to the University learning environment. In the first year there are weekly time-tabled meetings in a group of four students. From the second year onwards you will meet other academic members of staff through problems classes and other non-lecture based activities, but you always keep the same personal tutor throughout your course.
Super Bowl Physics Sunday night, you can use this opportunity to teach a little can learn more aboutmomentum in the following physics Explorer activities Momentum and http://www.riverdeep.net/current/2002/01/012802t_football.jhtml
Extractions: The collision of objects moving at different velocities. The transfer of energy from one object to another. Conservation of momentum. The effect of gravity on a projectile. If that all sounds like something from a physics textbook, it very well could be. But it could also be describing the kinds of interactions and events observed in a typical professional football game. This Sunday night, February 3, the New England Patriots and the St. Louis Rams will meet in Super Bowl XXXVI in New Orleans, Louisiana. This annual championship game between the two National Football League (NFL) conference titleholders is usually one of the most-watched televison shows of the year. The New England Patriots upset the Pittsburgh Steelers 24-17 for the American Football Conference (AFC) championship. Riding high on spectacular play by their special teams, the Patriots are anxious to return to New Orleans where they lost their only two previous Super Bowl appearances. The St. Louis Rams beat the Philadelphia Eagles 29-24 to win the National Football Conference (NFC) championship. The Rams won Super Bowl XXXIV two years ago; this is their second Super Bowl appearance in three years.
Extractions: Crosby Ramsey Memorial Observatory Main Page Programs The Clark Telescope Photo Gallery ... Recommended Astronomy Links Teacher Resource Links On this page I have attempted to gathered a selection of the best astronomy resources for teachers on the web. In these sites, the science material has already been processed into lessons or demonstrations that can be incorporated directly into your curriculum. The sites are arranged into categories, then listed alphabetically. Site descriptions in quotes are provided by the site itself; comments not in quotes are mine. For the page of selected astronomy links, please see Links Space Science Education Resource Directory - "This web-based directory provides easy access to high-quality, online space science educational resources for teachers and students from kindergarten through high school; produced by NASA's Space Science Education and Public Outreach programs." NASA Spacelink - "NASA Spacelink is one of NASA's electronic resources specifically developed for use by the educational community. Spacelink is a comprehensive electronic library that contains current information related to NASA's aeronautics and space research. Teachers, faculty, and students will find that Spacelink offers not only information about NASA programs and projects, but also teacher guides and pictures that can enhance classroom instruction. While NASA understands that people from a wide variety of backgrounds will use NASA Spacelink, the system is specifically designed for educators and students."
GSO Survey teach the student from scratch and then go They should make physics fun and theinstructor from taking part in other departmental intellectual activities. http://physics.syr.edu/students/gso/gso.htm
Extractions: Survey Form Physics Graduate Student Survey At one time, it seemed to many of the Physics graduate students at Syracuse University that the intellectual environment of the department should be more exciting. They felt that there was a lack of intellectual interaction and a dearth of a sense of community amongst them. In particular, there was too little interaction between the "pre-qualifier" and "post-qualifier" graduate students. To remedy this feeling, a survey was taken to feel the pulse of the graduate student here. The purpose of the survey was to elicit thoughts and suggestions on this and related matters. Here, we list the nuggets of responses from the survey. We would like to have your input too and please fill out the Online Survey Form and submit it on the web! The questions are listed followed by some of the responses. 1) In detail, please describe your overall level of satisfaction with life here in the SU Physics Department. Please explain any concerns in as much detail as possible. - Reasonably satisfying.
OSA Student Chapter Southampton Activities do not have the knowledge to teach physics topics out to get more children interestedin physics by showing activities included seeing how rulers can be bent http://holly.orc.soton.ac.uk/OSA/optics.html
Extractions: Promotion of Optics Education Recent research has shown that the number of children in the UK studying physics at secondary school has dropped steadily over the past few years. This has a knock-on effect in Universities with numbers of physics undergraduate and postgraduate students falling. We have spoken to several junior school teachers about why children are not choosing physics and have discovered that the physics being taught in the national curriculum is seen as 'boring' and schools have neither the money, nor knowledge to teach 'exciting' physics such as optics. Apparatus for optical experiments is very expensive and beyond the budget of junior schools. Also most junior school teachers are from Arts backgrounds and do not have the knowledge to teach physics topics out with the national curriculum. The aim of the Science into Schools program is to get more children interested in physics by showing them 'exciting' demonstrations and hands-on experiments and to allow junior schools access to optical apparatus and knowledge. We have developed a web page, ' Lightwave ', which is accessible to teachers and children anytime, and a 'Light' roadshow, which we take out to local schools and science days. Schools visits 2000
Contents activities. A1, Climate? Students explore the physics of heat transferby way of understanding polar animal defenses against extreme cold. http://www.nsf.gov/od/lpa/nstw/teach/nstw98/english/content.htm
Extractions: the Arctic and Antarctic regions and then create an equipment list for their own polar expeditions. Going to Extremes Exploring Science in a Challenge Environment Students investigate the conditions that make polar regions so extreme by comparing and graphing weather conditions around the world; testing the enviromental limits at which microbes can survive; and experiencing visual deprivation-a simulation of an actual condition at the poles that is far from rare. Voyage to Antarctica! Join a Research Trip to One of the Last Frontiers on Earth Students plan and carry out elements of a simulated research trip to Antarctica, including designing an insulating "survival suit," engineering airplane technology appropriate for landing on ice, and conducting water-layer research on the continent's
1996 Teaching Activities- Shake, Rattle And Roll Geology; Design and Technology; physics; Geography. ESTIMATED TIMEActivity 1. Three 45minute Sessions; Activity 2. One 60-minute Session. http://www.nsf.gov/od/lpa/nstw/teach/nstw1996/shake/start.htm
Extractions: Youngsters explore basic principles of structural design and material strength to discover effective ways to construct buildings that can withstand earthquakes. They then design a series of experiments to explore the relationship between the type of ground a structure is built on and the degree of damage it is likely to sustain in an earthquake. Suggested Age Level: 8 through 15 SKILLS SUBJECT AREAS ESTIMATED TIME Activity 1. Three 45-minute Sessions Activity 2. One 60-minute Session
Harvard MRSEC - Educational Activities The teach program conducted with assistance from an Industrial Internship. GraduateActivities A popular and course entitled Materials Chemistry and physics. http://www.mrsec.harvard.edu/education.html
Extractions: The Center actively promotes interdisciplinary education in materials as well as research. The dedication and leadership of the faculty underscore our commitment to help pre-college students discover the excitement of scientific inquiry, develop new methods of teaching science and assist teachers, provide undergraduates with their first taste of real research, and prove the value of interdisciplinary teamwork to the nation's future materials scientists and engineers. Center faculty participate in Project TEACH (The Educational Activities of Cambridge-Harvard). Coordinated with the Cambridge Public Schools, the purpose of the program is to interest students early in college. Each seventh-grade class from the Cambridge Public Schools spends a day at Harvard where they receive information about college admission, meet with former Cambridge students new in college, learn first-hand about undergraduate life, and are exposed to critical thinking drawn from familiar examples in science and engineering by MRSEC faculty. The TEACH program conducted with assistance from an early awareness coordinator and a team of undergraduates supported with funds from Harvard College.
Dr. Dale A. Ostlie's Home Page Chair Department of physics Weber State University 2508 University Circle Ogden,UT 844082508 FAX (801) 626-7445 Courses I teach. Family/Hobbies/activities. http://physics.weber.edu/ostlie/
A Proposal To Prepare Teachers To Teach With Technology are separately funded with funds in the physics area in available to the teachersfor activities and access their own programs at the schools where they teach. http://www.unt.edu/cdl/funding_opps/twt_grants1998/proposals1998/roberts.htm
Extractions: A PROPOSAL TO PREPARE TEACHERS TO TEACH WITH TECHNOLOGY BY DR. JAMES A. ROBERTS PROFESSOR OF PHYSICS, THE UNIVERSITY OF NORTH TEXAS ABSTRACT Teaching with technology is a two edged sword for many teachers. When properly trained teachers and students can have access to a marvelous tool to conduct our tasks. On the other hand, technology is intimidating to those who do not understand and use it . The major goal of this project is to make science and technology user friendly to the 20 teachers who will participate in the Regional Collaborative for Excellence in Science Teaching Workshops each summer at the University of North Texas. What is learned about interfacing the teachers with technology will be shared within teaching profession. The teachers will learn how to use electronic information sources, how to use digital cameras for collecting images, how to print these images from computer storage to produce color transparencies and images to use in class room teaching. NARRATIVE The request for funding for work stations is part of a larger effort that encompasses the state of Texas through the Texas Collaborative for Excellence in Science Teaching. The branch at the University of North Texas is the Regional Collaborative for Excellence in Science Teaching which includes a collaborative in the College of Education, UNT, directed by Dr. Jim Poirot, a collaborative in biology, directed by Dr. Olivia White and a collaborative in the College of Arts and Sciences, directed by Dr. James A. Roberts. Each of these units are separately funded with funds in the physics area in excess of $90,000 for the 1989-1999 funding cycle.
TEA: Tea_mccombfrontpage I authored a physics handbook for elementary science teachers, with everyday examplesof numerous physics concepts and simple activities to teach those concepts http://tea.rice.edu/tea_mccombfrontpage.html
Extractions: Greetings from Columbus, Ohio! My name is Scott McComb. I teach 7th grade science at Franklin Alternative Middle School in Columbus. In Columbus, 7th grade science is a combination of physical, earth, life and space sciences. At our school, there are approximately 600 students from sixth to eighth grades. I arrived in Columbus circuitously, having grown up in Park City, Utah; studied abroad for a year in Mexico; attended college in Middlebury, Vermont; interned in Washington, DC; completed a teacher preparation program at UCLA; and taught for two years with Teach for America in inner-city Baltimore. After moving to Columbus, I worked for several years with an educational facilities consulting firm before returning to the classroom in 1998. When I was in college, I designed and proposed an "Everything" major. The dean politely pointed out the breadth of courses was commendable, but the depth was not, so I declared a double major in physics and philosophy instead. Three years later, I graduated with honors.
