DOCSLIB.ORG

Course Include the Nature of Science, Matter and Energy, the Atmosphere

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Course Include the Nature of Science, Matter and Energy, the Atmosphere -,, . DOCUMoNT RESUME ED 023 610 SE 005 588 By -Fredrickson, Clifford T. Guide for Teaching Science Problems 1 -2, Grade XI or XII. Second Edition. San Diego City Schools, Calif. Pub Date 66 Note-267p. EDRS Price MF -$100 HC -$1345 Descriptors-Course Descriptions, *Curriculum, Evaluation, *General Science, Grade11, Gra&: 12, Instruction, Instructional Materials, *Low Ability Students, Objectives, Science Activities,Science Equipment, *Secondary School Science, *Teaching Guides Identifiers -California, San Diego City Schools Science Problems 1-2 is a terminal course for eleventhand twelfth grade students with limited science background and generally below averagereading levels. The guide is intended as a supplement to the detailed teacher'sguide prepared by the publishers of the textbook used in the course. It isassumed that no teacher is expert in all subject matter areas covered in the course.Therefore, each unit in the guide contains detailed sections on learningobfectives, text and supplementary references for specific topics, resource materials, audio-visual materials,in-school materials, classroom actmties, and an evaluation sheet for feedbackfrom the teacher. A lengthy appendix contains maps, charts, worksheets, and laboratory exercises.Topics in the course include the nature of science,matter and energy, theatmosphere, the hydrosphere, the lithosphere, plants and animals, the human body, energyand machines, and astronomy. (BC) Stock No. 41S-2000 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. GUIDE FOR TEACHINGSCIENCE PROBLEMS 1-2 Grade XI or XII San Diego City Schools San Diego, California 1958 Second Edition, 1966 Veymeoul .4; GUIDE FOR TEACHING SCIENCE PROBLEMS 1-2 Grade XI or XII Prepared by Clifford T. Fredrickson Planning Committee Clifford T. Fredrickson Fred Jappe Richard W. Martin Victor H. Menache Clinton W. Owen Eugene A. Platten Estell R. Sullivan Everette E. Tompkins Howard L. Weisbrod Serafino L. Giuliani, Chairman San Diego City Schools San Diego, California 1958 Second Edition, 1966 Unedited '77 PREFACE The second edition of the Quidt_g_f_v_12whing..azienra_2=121aliaa-A is a complete revision of the 1958 publication which it supersedes. The need for the revisionwas brought about by a major reorganization of the course content and changes in emphasis recommendedby the Committee of Science Problems Teachers which met durihg the 1965-66 school year. The Committee developed criteria for selection ofa new basic textbook for the course and evaluated numerous books sub- mitted by publishers. Following the selection and adoption of Herron and Palmer's Matter, Life and Energy, 1965as the new basic textbook, the Committee recommended the preparation of thenew guide and sub- mitted suggested materials to be included therein. It is hoped that this publication and the newly adopted textbook and associated materials will provide effective guidelines andresource materials for student and teacher achievement ofa stimulating and meaningful science experience. This unedited copy will be revised at the end of the schoolyear 1966-67. EValuations dhould be made regularly on the form provided at the end of each unit. These should be sent along with any suggested experiments, worksheets, and the like to the Science Specialist, Curriculum Services Division, by the end of this schoolyear in June 1967. 10711 William H. Stegeman Assistant Superintendent Curriculum Services Division iii TABLE OF CONTENTS POINT OF VIEWOOOOOOOOOOOOO OOOOO 1 INTRODUCTION OOOOOO OO 0 OOOOO 0 2 Composition of the Class OOOOO OOOOO Content and Use of the Guide 2 COURSE DESCRIPTION OOOOO 4 GENERAL OBJECTIVES OOOOOO OOOOOOOOOOOOO 5 GENERAL TEACHING PROCEDURES OOOOO 6 Teaching Techniques OOOOOOOOOOOOOOOO 6 Homework.OOOOO OOOOOOOOOOOOOOOOOOO Student Notebook OOOOOOOOOO 6 Student Laboratory Experiences. OOOOO OOOOOOOOO 6 Safety OOOOOOO Student Evaluation . OOOOOOOO 7 SUPPLIES AND EQUIPMENT OOOOO . OOOOO 8 UNIT ONE: THE NATURE OF SCIENCE * . OOOOO OOOOO 9 Chapter 1 - A Scientific Approach OOOOO 11 UNIT TWO:MATTER AND ENERGY 17 Chapter 2 . The Structure of Matter OOOOOO 19 Chapter 3 . Energy and Changing Mattpr . OOOOO 22 UNIT THREE:THE ATMOSPHERE.. OOOOOOOOOO OO OOOOO 27 Chapter 4-We Live in an Ocean of Air 29 Chapter 5-Our Weather 32 UNIT FOUR:THE HYDROSPHEREOO OOOOOOOOOOO OOOO . 39 Chapter 6 - Our Water Supply ... 41 Chapter 7.Eiploring the Ocean * * « OO OOOOOOO 0 46 UNIT FIVE: THE LITHOSPaor a as S 53 Chapter 8 - This Changing Earth 55 Chapter 9 - The Crust of the Earth . 59 UNIT SIX:PLANTS AND ANIMALS. OOOOOO 67 Chapter 10 - Living Things 69 Chapter 11-The Plant Kingdom ******** 0 74 Chapter 12.The Animal Kingdom 0 79 UNIT SEVEN: TRE MAN BODY***** ********** 85 Chapter 13-Nutrition for the Bo47 ... ; 87 Chapter 14-Raw Materialsfor the Body 91 Chapter 15-The Structureof the Body 95 Chapter 16-Maintaining aHealthy Body . ****** . 98 UNIT EIGHT:ENERGYAND MACHINES ***** 0 107 Chapter 17.Force, Motion and Energy 0 to 109 Chapter 18-We Work With Machines . 112 UNIT NINE: HEAT ENERGY 0 119 Chapter 19-Heat and Temperature 0 OOOOO 123. Chapter 20-Heat Transfer and Use * * 0 124 UNIT TEN: WAVE ENERGY 0 131 Chapter 21-Sound* * .. 133 Chapter 22 - The Nature of Light 138 Chapter 23-Changing the Direction of Light 6 141 UNIT ELEVEN: EIECTRICAL ENERGYOOOOO 147 Chapter 24-Static Electric#7 . 149 Chapter 25- Current Electricity 0 6 OOOOO 152 Chapter 26.Magnetism and ElectricityOOOOO 155 UNIT TWELVE: EIECTRONICS OOOOOOO 163 Chapter 27-Communication Devices * * 0 0 i 0 * 0 165 Chapter 28.Automation and Computers 0 100 410 01, 101, 169 UNIT THIRTEEN: NUCLEAR ENERGY * 0 9 * 173 Chapter 29.Changes Within the Atom 175 Chapter 30-Nuclear Energy 4100 178 UNIT FOURTEEN: THE EARTH IN SPACE0010 0 183 Chapter31 - Place and Time 41. 185 Chapter32 - The Earth, the Moon and the Sun 0 61 189 UNIT FIFTEEN: ASTRONOMY AND ASTRONAUTICS . 6 a a 4 6 6 0 0 a a 197 Chapter 33- OurSolar System and Beyonde 199 Chapter 34- TheExploration.of Space * 204 APPEIDIX A: MAPS AND CHARTS Map of Greater San Diego Area . *** ***** . 213 Map of San Diego County 214 Map of California . *** * ******* 215 Map of United States 216 United States Weather Map. OOOOOO 217 Weather Data for the Year 1965 (San Diego County) . 218 Selected Publications on General Weather Science Study 221 Hereditary Characteristics of Man . 0 222 APPENDIX B: WORKSHEETS Metric System Practice Sheet (2) OOOOOOOOO e 224 Daily. Weather Record OOOOOOOOO 228 Variation Chart * . 229 Parts of the Flower0 . O . OOO .... O O 231 Parts of a Root O O OOO . * . I, 232 Parts of a Stem . O 0 OOOO to 233 Parts of a Leaf 234 Digestive System 235 Circulation . OOOOOOOO 0 236 Human Skeleton OOOOOOO 237 Thermometer Problem Sheet 0 OOOOO 238 Haman Ear . 240 Haman Eye... OOOOOOOO 241 APPENDIX C: LABORATORY EXECISES Orientation to the Laboratory . 24.3 Measurement and Observation . 0 e OOOOO * 247 Physical and Chemical Changes . OO OOle OO 1 253 Elements, Compounds and Mixtures . OOO OOOOO 257 A Study in Climate . O a 263 Water 0. i * * 264 Use and Care of the Microscope 4 0 OO 268 Plant Structures . 0 273 Measurement of Heat Produced by Burning FUel 6 * 277 The Circulatory System 0 282 Force, Acceleration, Velocity and Momentum OO . 286 Heat Production and Transfer al 290 The Eye and Vision OOO OO * OOOO 294 Electricity and Magnetiam 0 0 297 vii POINT OF VIEW The world of today is intimately concerned with science in both itsdirect and indirect application.One of the problems of modern educatdon is that of providing students with an understanding and appreciation of science in daily living. They must be adequately informed regarding their bio-chemo physical environment and their relationship to it as living organisms. They should understand how this environment affects their physical and mental well- being and how their home life and daily living are affected individually as 14'0_1 as on a community basis. They should appreciate the dontributions of science to good living on a national and world basis. This course entitled "Science Problems: .1-2" is planned for students at ihe eleventhand twelfth-grade level and particularly for those who are min-college preparatory. They mill need a practical understanding of science and the methods of the scientist in order to fill their places as citizens id a civi- lization which has become increasingly dependent upon the practical apral.ationi of scientific knowledge. They will need this*nowledge in order to establiah and keep in good health, exercise intelligent buying, use modern home appliancleir, function intelligently in their different fields of work, be effective in, civic affairs and to improve recreational activities. They need to be able to understand and evaluate advertising, newspaper and magazine articles, books, speeches, TV and radio programs. A good citizen needs a knowledge as well is an appreciation of the role of the scientist for intelligent participation in deciding on many controversial issues. The educational task in the course in Science Problems is admittedly not that of educating scientists, nor is it designed to furnish a background for further formal edudation in fields of science education. The purpose is rather to provide high school students with such education as will better prepare them for successful living and intelligent citizenship. The course should
Load more

Recommended publications
  • Report on the First Quadrennial Technology Review (QTR)
    REPORT ON THE FIRST QUADRENNIAL QTR TECHNOLOGY REVIEW September 2011 MESSAGE FROM THE SECRETARY OF ENERGY | I MESSAGE FROM THE SECRETARY OF ENERGY Today, our nation is at a cross road. While we have the world’s greatest innovation ma- chine, countries around the world are moving aggressively to lead in the clean energy economy. We can either lead in the development of the clean energy economy or we CANÏSTANDÏBACKÏANDÏWAITÏFORÏOTHERSÏTOÏMOVEÏlRSTÏTOWARDÏAÏSUSTAINABLEÏENERGYÏFUTUREÏ For the sake of our economic prosperity and our national security, we must lead. The Department of Energy (DOE) plays a central role in that effort by unleashing technologi- cal innovation, which can create new jobs and industries while building a cleaner, more EFlCIENT ÏANDÏMOREÏCOMPETITIVEÏECONOMY Steven Chu, Secretary of the United States $URINGÏTHISÏTIMEÏOFÏHARDÏBUDGETÏCHOICESÏANDÏlSCALÏCHALLENGE ÏWEÏMUSTÏENSUREÏTHATÏOURÏ Department of Energy WORKÏISÏIMPACTFULÏANDÏEFlCIENTÏ4HEÏQUESTIONÏWEÏFACEÏISÏh(OWÏSHOULDÏTHEÏ$EPARTMENTÏ CHOOSEÏAMONGÏTHEÏMANYÏTECHNICALLYÏVIABLEÏACTIVITIESÏITÏCOULDÏPURSUEvÏ4HISÏlRSTÏ1UA- drennial Technology Review (QTR), launched at the recommendation of the President’s Council of Advisors on Science and Technology, lays out the principles I believe must GUIDEÏTHESEÏDIFlCULTÏCHOICESÏÏÏ Traditionally, the Department’s energy strategy has been organized along individual program lines and based on annual budgets. With this QTR, we bind together multiple energy technologies, as well as multiple DOE energy technology programs, in the common purpose of solving our energy challenges. In addition, the QTR provides a multi-year framework for our planning. Energy invest- ments are multi-year, multi-decade investments. Given this time horizon, we need to take a longer view. We also recognize that the Department is not the sole agent of energy transformation. Our efforts must be well coordinated with other federal agencies, state and local governments, and with the private sector, who are the major owners, operators, and inves- tors of the energy system.
    [Show full text]
  • Life: Past, Present and Future
    Downloaded from rstb.royalsocietypublishing.org on February 10, 2011 Life: past, present and future Kenneth H. Nealson and Pamela G. Conrad Phil. Trans. R. Soc. Lond. B 1999 354, 1923-1939 doi: 10.1098/rstb.1999.0532 References Article cited in: http://rstb.royalsocietypublishing.org/content/354/1392/1923#related-urls Rapid response Respond to this article http://rstb.royalsocietypublishing.org/letters/submit/royptb;354/1392/1923 Receive free email alerts when new articles cite this article - sign up in the box at the top Email alerting service right-hand corner of the article or click here To subscribe to Phil. Trans. R. Soc. Lond. B go to: http://rstb.royalsocietypublishing.org/subscriptions This journal is © 1999 The Royal Society Downloaded from rstb.royalsocietypublishing.org on February 10, 2011 Life: past, present and future Kenneth H. Nealson and Pamela G. Conrad Jet Propulsion Laboratory, California Institute of Technology, 183^301, 4800 OakGrove Drive, Pasadena, CA 91109, USA ([email protected]) Molecular methods of taxonomy and phylogeny have changed the way in which life on earth is viewed; they have allowed us to transition from a eukaryote-centric (¢ve-kingdoms) view of the planet to one that is peculiarly prokarote-centric, containing three kingdoms, two of which are prokaryotic unicells. These prokaryotes are distinguished from their eukaryotic counterparts by their toughness, tenacity and metabolic diversity. Realization of these features has, in many ways, changed the way we feel about life on earth, about the nature of life past and about the possibility of ¢nding life elsewhere. In essence, the limits of life on this planet have expanded to such a degree that our thoughts of both past and future life have been altered.
    [Show full text]
  • Grade 4 Science
    Introduction This Pennsylvania Learns iTunes U course is a collection of resources to support teaching and learning in the Grade 4 classroom. The content of this course is organized around the Grade 4 Pennsylvania Academic Standards for Science and Technology and Engineering. We believe that Pennsylvania teachers know what is needed to support their instructional design and delivery, as well as what engages students in their own learning. For these reasons, the materials and resources provided in this course were curated by teachers. This course is not a curriculum; rather, it is a collection of assets aligned to Pennsylvania Academic Standards to support teaching and learning. The topics found in this course do not need to be taught in order. !1 Info about the URL Assignment / Call to (published on the "i" Module Title Message Action (200 Character Content Directions Resource / URL Notes button of a resource/ Max) url) In this module, you will learn Earth's place in space, 3.3. Earth and Space as well as properties that comprise the earth's Sciences surface and how our globe has changed over the years. Earth Structure, In this lesson, you will learn about landforms and the LEARN about the https:// VIDEO Processes and processes, including weathering, that change these different kinds of www.youtube.com/ Cycles: Earth landforms over time. 3.3.4.A1. elements that can change watch?v=H2h6uXlL8gI Features and the the Earth's surface. Processes that Change It LEARN about the layers https:// VIDEO of the earth. www.youtube.com/ watch?v=NAHY6965o08 EXPLORE the attributes https://itunes.apple.com/ APP: of earth's landforms.
    [Show full text]
  • Physical Ecology: the Search for Life Law
    Send Orders of Reprints at [email protected] The Open Ecology Journal, 2013, 6, 7-9 7 Open Access Physical Ecology: the Search for Life Law Josep Penuelas1,2,* and Jaume Terradas1,3 1CREAF, Edifici C, Universitat Autònoma de Barcelona Cerdanyola del Vallès, Barcelona 08193, Catalonia, Spain 2CSIC, Global Ecology Unit CREAF-CEAB-CSIC-UAB, Cerdanyola del Vallès, Barcelona 08193, Catalonia, Spain 3Department of Plant and Animal Biology and Ecology of the Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona 08193, Catalonia, Spain Abstract: Life on Earth is the result of a continuous accumulation of information by combination and innovation riding on endo and exosomatic energy gradients and discontinuous destructions. Keywords: Physical ecology, information, combination, innovation, endosomatic energy, exosomatic energy, discontinuous destructions, energy flow, culture, social systems. Earth life is complex and diverse. It is made of diversity, both in life and culture, result from combination discontinuous individuals belonging to millions of different and innovation. Enormous complexity and diversity can be species that overlap materially or in their influences in the attained by assembling in different ways a relatively small available space, with the events in that milieu in turn number of elements, as it occurs in language or chemistry: contributing back to life. This complexity and diversity of around 25 letters or around 100 chemical elements can life deployment is ruled by few processes and physical laws. combine to form ensembles that, ordered or interacting in In fact, three of these processes, combination, innovation and different ways, produce unimaginable numbers of death, modulate life in Earth while it is riding on a possibilities.
    [Show full text]
  • Electricity Storage and Renewables: Costs and Markets to 2030
    ELECTRICITY STORAGE AND RENEWABLES: COSTS AND MARKETS TO 2030 October 2017 www.irena.org ELECTRICITY STORAGE AND RENEWABLES: COSTS AND MARKETS TO 2030 © IRENA 2017 Unless otherwise stated, material in this publication may be freely used, shared, copied, reproduced, printed and/or stored, provided that appropriate acknowledgement is given of IRENA as the source and copyright holder. Material in this publication that is attributed to third parties may be subject to separate terms of use and restrictions, and appropriate permissions from these third parties may need to be secured before any use of such material. ISBN 978-92-9260-038-9 (PDF) Citation: IRENA (2017), Electricity Storage and Renewables: Costs and Markets to 2030, International Renewable Energy Agency, Abu Dhabi. About IRENA The International Renewable Energy Agency (IRENA) is an intergovernmental organisation that supports countries in their transition to a sustainable energy future, and it serves as the principal platform for international co-operation, a centre of excellence, and a repository of policy, technology, resource and financial knowledge on renewable energy. IRENA promotes the widespread adoption and sustainable use of all forms of renewable energy, including bioenergy, geothermal, hydropower, ocean, solar and wind energy, in the pursuit of sustainable development, energy access, energy security and low-carbon economic growth and prosperity. www.irena.org Acknowledgements IRENA is grateful for the the reviews and comments of numerous experts, including Mark Higgins (Strategen Consulting), Akari Nagoshi (NEDO), Jens Noack (Fraunhofer Institute for Chemical Technology ICT), Kai-Philipp Kairies (Institute for Power Electronics and Electrical Drives, RWTH Aachen University), Samuel Portebos (Clean Horizon), Keith Pullen (City, University of London), Oliver Schmidt (Imperial College London, Grantham Institute - Climate Change and the Environment), Sayaka Shishido (METI) and Maria Skyllas-Kazacos (University of New South Wales).
    [Show full text]
  • Autotrophic, Heterotrophic and Other Nutritional Patterns - Seppo Turunen
    PHYSIOLOGY AND MAINTENANCE – Vol. II – Autotrophic, Heterotrophic and Other Nutritional Patterns - Seppo Turunen AUTOTROPHIC, HETEROTROPHIC AND OTHER NUTRITIONAL PATTERNS Seppo Turunen Department of Physiology, University of Kuopio, Finland Keywords: chemotrophs, chloroplasts, fermentation, mitochondria, photosynthesis, primary, secondary and tertiary producers, oxygen, symbionts. Contents 1. Introduction: Different Life Forms 2. Origin of Life and Energy Sources 3. Early Chemotrophic Life 4. Early Phototrophic Autotrophism 5. First Steps Towards Karyotes: From Heterotrophism to Nucleus and Mitosis 6. From Endosymbiosis to Chloroplasts and Mitochondria 7. Towards Multicellularism and Task Divisions within Organisms 8. Organisms in Ecosystems – Symbiosis Glossary Bibliography Biographical Sketch Summary The first life forms were probably autotrophic and used inorganic materials as their source of energy, i.e. they were chemotrophic in the darkness of sea bottoms. When photosynthesis evolved, the usage of light energy became possible and oxygen became available. The autotrophic organisms provided the possibility to use oxidative energy in energy supply, and a new heterotrophic category of life forms could develop. The eukaryotes developed from cells by engulfing other bacterial cells which provided the components of the nucleus and mitochondria as well as algae with chloroplasts in the lineage to end up in plants. The animals are heterotrophs. They benefit from photosynthesis either directly by eating plants as herbivores or indirectly by eating other animals (carnivores) or both animals and plants (omnivores), but also by using oxygen. Pluricellular organisms have specialized cells and tissues with different tasks. The developmentUNESCO of present day plants and an–imals EOLSS are outcomes of ca 4000 million years of development. Very primitive forms of life still exist, but new simple forms are still developing, as SAMPLEindicated by recent dangerous CHAPTERS infections.
    [Show full text]
  • NASA ASTROBIOLOGY STRATEGY 2015 I
    NASA ASTROBIOLOGY STRATEGY 2015 i CONTRIBUTIONS Editor-in-Chief Lindsay Hays, Jet Propulsion Laboratory, California Institute of Technology Lead Authors Laurie Achenbach, Southern Illinois University Karen Lloyd, University of Tennessee Jake Bailey, University of Minnesota Tim Lyons, University of California, Riverside Rory Barnes, University of Washington Vikki Meadows, University of Washington John Baross, University of Washington Lucas Mix, Harvard University Connie Bertka, Smithsonian Institution Steve Mojzsis, University of Colorado Boulder Penny Boston, New Mexico Institute of Mining and Uli Muller, University of California, San Diego Technology Matt Pasek, University of South Florida Eric Boyd, Montana State University Matthew Powell, Juniata College Morgan Cable, Jet Propulsion Laboratory, California Institute of Technology Tyler Robinson, Ames Research Center Irene Chen, University of California, Santa Barbara Frank Rosenzweig, University of Montana Fred Ciesla, University of Chicago Britney Schmidt, Georgia Institute of Technology Dave Des Marais, Ames Research Center Burckhard Seelig, University of Minnesota Shawn Domagal-Goldman, Goddard Space Flight Center Greg Springsteen, Furman University Jamie Elsila Cook, Goddard Space Flight Center Steve Vance, Jet Propulsion Laboratory, California Institute of Technology Aaron Goldman, Oberlin College Paula Welander, Stanford University Nick Hud, Georgia Institute of Technology Loren Williams, Georgia Institute of Technology Pauli Laine, University of Jyväskylä Robin Wordsworth, Harvard
    [Show full text]
  • Proceeding Book Mark Balzar.Pdf (155.7Kb)
    HOW ENERGY MAKES A DIFFERENCE Mark Balzar ON THE MORPHOLOGY OF SPACE University of Applied Arts Vienna Abstract: According to the theory of relativity, there is no essential distinction between mass and energy. Energy has mass and mass represents energy. Instead of two conservation laws, we have only one, that of mass-energy. (Calaprice, Dyson, and Einstein 2005, 390) In today’s sciences we pay a great deal of attention to the complexity of biological form and ecological formation. Analogies in urban research refer to cities as living (eco)systems, organisms or technological artifacts, which follow the rules of an urban metabolism. All these narratives seem to suggest that all matter (acting and interacting) on earth belong to a complex whole and their physiological characteristics share common organizational physical laws, which are rather dynamic and formless by their nature. A quantitative and qualitative theory for understanding these complexities and the dynamics of such a condensed organization of urban organic and inorganic materialization remains elusive, however, its impact on our planet is explicit and evident in various forms. Currently, most of humanity lives in cities. Their organization of human society and the tendency of cities to grow put ecological pressure on the global environment. The urban realm is an ever-unfolding amalgam of the biosphere and the techno-sphere within a dynamical system of materiality which threatens the concept of static form as an expression of physiological states. This formlessness is rather an expression (and empowering) of emerging patterns than an ambiguous loss of control. This paper argues that developing a new theoretical measure of understanding the materiality of forms, and the formation of the urban realm(s) as the effect of a complex information system of interrelations seems to be necessary.
    [Show full text]
  • Downloads/Report/STEM-2026-Vision-For-Innovation- September-2016.Pdf
    Worcester Polytechnic Institute Digital WPI Major Qualifying Projects (All Years) Major Qualifying Projects April 2020 Engaging Students in Energy Related Topics Using Contextualized Lessons in Physics Thomas A. Young Worcester Polytechnic Institute Follow this and additional works at: https://digitalcommons.wpi.edu/mqp-all Repository Citation - This Unrestricted is brought to you for free and open access by the Major Qualifying Projects at Digital WPI. It has been accepted for inclusion in Major Qualifying Projects (All Years) by an authorized administrator of Digital WPI. For more information, please contact [email protected]. Engaging Students in Energy Related Topics Using Contextualized Lessons in Physics A Major Qualifying Project Submitted to the Faculty of WORCESTER POLYTECHNIC INSTITUTE in partial fulfillment of the requirements for the DEGREE OF BACHELOR OF SCIENCE By: Thomas Young May 2020 1 Abstract The goal of this project is to design curriculum for secondary level (i.e. high school) physics that will lead to increased student engagement with energy related concepts and, in turn, more student interest and performance in energy-related STEM topics. It has been shown that lessons which engage students lead to better understanding and knowledge retention among students. In order to promote student engagement, these lessons are designed to be delivered in contexts such as clean and renewable energy, climate change, and life sciences. This project proposes a model to test whether the delivery of these contextualized lessons
    [Show full text]
  • Reconceptualising Health: a Conversation Between Quantum Science, Energy Medicine and Mystical Theology by Gillian Mary Leigh. A
    Reconceptualising Health: A Conversation between Quantum Science, Energy Medicine and Mystical Theology by Gillian Mary Leigh. A Thesis submitted to Atlantic School of Theology, Halifax, Nova Scotia in partial fulfillment of the requirements for the Degree of Master of Arts in Theology. March 2018, Halifax Nova Scotia. Copyright. Gillian Mary Leigh Approved: Dr. Magi Abdul-Masih Supervisor Approved: Dr. John Sumarah, Examiner Approved: Dr. Mary Hale, Reader February 14, 2018. i ii Reconceptualising Health: A Conversation between Quantum Science, Energy Medicine and Mystical Theology Gillian Leigh, Ph.D. Abstract This study addresses the importance of reintroducing the transcendent into the western concept of health and proposes that energy medicine has relevance for biomedical health services. Energy medicine supports wellness by attending to body, mind and spirit, as components of a full human life. It is validated by quantum science theories of the universal energetic field and supports the concept that human beings are comprised of more than their material bodies. Furthermore, the theory and practice of energy medicine finds its completion in the spiritual writings of Christian mystics, revealing knowledge of progress towards transcendence through the subliminal bliss body. Drawing from the literature and clinical studies of those dually-qualified scientist- philosophers, ecologists, theologians, and alternative health practitioners, this study demonstrates that energy medicine and Christian mysticism offer a similar transcendental context, whereby this energetic and conscious universe is available to those who wish to experience the spiritual or the divine iii iv Acknowledgements I could not have even begun this thesis without the encouragement of my many friends, including my new classmates encountered both at the Atlantic School of Theology and at St.
    [Show full text]
  • The Proterozoic Eon and Adaptive Radiations & Mass Extinctions
    Alles Introductory Biology: Illustrated Lecture Presentations Instructor David L. Alles Western Washington University ----------------------- Part Three: The Integration of Biological Knowledge Major Events in The Proterozoic Eon and Adaptive Radiations & Mass Extinctions ----------------------- Major Events in The Proterozoic Eon 2500 to 542 m.y.a. • The evolution of complex eukaryotes • The evolution of sexual reproduction • The evolution of multicellular life forms 2500 2000 1100 800 542 Proterozoic Eon Origin Origin of First Cambrian of complex sexual multicellular Explosion Eukaryotes reproduction Life Red Bed Formations Banded Iron Formations "Organic walled fossils demonstrably made by eukaryotes occur in rocks as old as 1.8 to 1.6 billion years ..."—Falkowski, et al, 2004 Levels of Stable Phenomena Multicellular Eukaryotic Complexity Prokaryotic Molecular Quantum, Sub-Atomic, Atomic 0 3 5 7 9.7 11.7 12.7 13.7 Big Bang Time (in billions of years) Present The Eukaryotic Level (origin ~ 2000 million years ago) 1) Scale in size—1 x 10 -5 to 1 x 10 -4 meter or ten to a hundred times larger than the prokaryotic 2) Self Organization—endosymbiotic mutualism of primitive eukaryotes and prokaryotic bacteria to form true eukaryotic cells 3) Emergent Properties & Processes—endosymbiotic mutualism; origin of Kingdom Protista; evolution of sexual reproduction (origin ~ 1100 million years ago) Paramecia, Domain Eukarya, Kingdom Protista (Photograph by Dennis Kunkel courtesy of Microbeworld) Endosymbiosis & Eukaryotic Cells Multicellular Multicellular Eukaryotic Autotrophs Eukaryotic Heterotrophs (Plants) (Animals) (Fungi) 1000 m.y.a. symbiotic clones symbiotic clones Single cell Eukaryotic Autotrophs (such as Euglena) endosymbiosis Single cell Eukaryotic Heterotrophs (such as Paramecia) 2000 m.y.a.
    [Show full text]
  • The Science of Biology”, Sadava, 10Th Edition
    Obtained from publisher’s website: http://whfreeman.com/Catalog/product/lifethescienceofbiology-tenthedition- sadava/tableofcontents#tab Part One: The Science of Life and Its Chemical Basis! 1. Studying Life !2. Small Molecules and the Chemistry of Life ! 3. Proteins, Carbohydrates, and Lipids ! 4. Nucleic Acids and the Origin of Life New:!• Emphasis on weak forces in biology (van der Waals, etc.)!• Discussion of cis-trans isomers!• Discussion and illustration of right- and left-handed helices!• Discussion and illustration of how protein structure changes with covalent modification and interaction with other molecules!• Reorganization and separate discussion of DNA and RNA!• Updated discussion of biological theories on the origin of life ! Part Two: Cells! 5. Cells: The Working Units of Life !6. Cell Membranes! 7. Cell Communication and Multicellularity New:!• Clearer description and illustration of microscopy and staining methods!• More focused discussion of the use of experimental manipulations of living systems to discover cause and effect in biology!• More focused description of animal cell junctions!• Illustrated description of the role of the extracellular matrix in cell movement!• Reorganization: membrane potential discussion now in Chapter 45, Neurons, Glia, and Nervous Systems, where it is most relevant!• Clear comparison, with examples and table, of exocytosis and endocytosis!• Addition and discussion of juxtacrine signaling!• Discussion of cross-talk in signaling pathways!• Discussion and illustrations of the role of cell signaling
    [Show full text]