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Science Friday

Science Friday
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Collection Online Featuring nearly 1600 artworks by more than 575 artists, the Collection Online presents a searchable database of selected artworks from the Guggenheim’s permanent collection of over 7,000 artworks. The selected works reflect the breadth, diversity, and tenor of the Solomon R. Guggenheim Foundation’s extensive holdings from the late 19th century through the present day, and are continually expanded to include a larger representation of the museum’s core holdings as well as recent acquisitions. In addition to highlights from the Solomon R. Learn More about the Collection ScienceBlog.com - Science news straight from the source Video: MIT's Latest User Interface Employs Gravity-Defying, Levitating Metal Orbs The future of user interfaces seems to be gesture-based, at least if one simply looks at where research dollars are flowing and what products--yes, like the Kinect--are coming to market. But the peripheral is not dead. Jinha Lee at the Tangible Media Group at the MIT Media Lab sees a different future, one that dispenses with gravity to create a much more tangible yet futuristic UI that lets users move and interact with floating, gravity-defying objects in 3-D space. Lee's prototype ZeroN is a small metal orb floating in free space that users can manipulate by moving around and placing in midair. For instance, the ZeroN can be used as the stand-in for a camera in a 3-D scene (imagine a scale architectural model placed in the ZeroN's working space; the ball can be moved around the model, changing the point-of-view of the 3-D representation in a graphic representation). The trick to all this is a precision electromagnet fitted to a moving actuator above the ZeroN's workspace. [Co.Design]

Schools Should Teach Science Like Sports Suppose you wanted to teach children to play baseball or softball. How would you go about doing it? One approach might be to sit them down and start having them memorize the rules of the game, the dimensions of the field, the names and statistics of past players, and a host of other facts. You would stop teaching them periodically to review the material in preparation for multiple-choice assessment tests. The students who showed a great aptitude for memorizing large numbers of facts could go into honors classes where they would memorize even larger numbers of facts. At the end of the process, without ever leaving the classroom, how well do you think the children would be able to play baseball or softball? Why have we thought that this process would work with teaching science to children? The Next Generation Science Standards (NGSS) are intended to be a cure for this approach. Here is an example of one performance expectation, taken from high school Earth and space science courses:

NSDL.org - National Science Digital Library 5 Quick Tips for Secondary Classroom Management That Actually (I Promise You!) Work This fall I will begin my sixth year of teaching, which is still weird to see written down because it seems like just yesterday I was struggling through my first. (And second. And probably third, too, for good measure.) Classroom management was my biggest struggle in those beginning-teaching years. I went in suspecting I would have classroom management in the bag because I'd had pretty extensive experience working with kids from babysitting, being a camp counselor and other volunteer-type roles. In my first year, I had no procedures in place and thought that my students wouldn't learn if I wasn't always nice to them. In my second year, I overcompensated for my leniency the previous year and behaved somewhat like a dragon. My third year is when things started to even out. Classroom management isn't like following a recipe, where you follow exact steps and end up with a beautiful finished product. 1. A quiet voice is way more effective than a loud one in the long run. 2. 3. 4. 5.

National Science Foundation Youth RadioAt 19, Youth Radio's Joi Morgan makes it her business to know what's in, when it comes to the latest cosmetics. But only recently has she started to wonder about the contents of the products she puts on her face—lipstick in particular. She brings us this story.View All NSF Science Now Episode 22In this week's episode we discover hidden dangers in crib mattresses. We learn about a new stretchable antenna for wearable health monitoring devices. We study the dynamics of deep Earth and finally we explore Antarctic ice sheets from above. When are we ever … | Teaching Calculus The following answer to a question we’ve all been asked was posted yesterday on a private Facebook page for AP Calculus readers. The author, Allen Wolmer is a teacher and AP Calculus reader. He teaches at Yeshiva Atlanta High School, in Atlanta, Georgia. I reprint it here with his kind permission. Thank you Allen. A colleague of mine teaching high school math asked me the following: “So some of my kids are struggling with the math concepts and ideas (why do I need to learn this? I have answered these questions, with responses like financial jobs, accounting, econ, but they have no interest in these types of jobs/real world applications. I have also talked about logic, problem solving, and puzzles. Here is my reply: “Glad to help. So, I turn it around. And that’s why we study mathematics: to strengthen our mental muscles. We’re learning how to pay attention to detail. Then I tell them never to ask that #$%^%$# question again and to shut the #$%^&*&^% up and get back to work! Like this:

Storm In A Tea Cup | 1-Art.eu - Art For The 21st Century | 1 art eu Art For The 21st Century By SFX ... how volcanoes work. Put some wax in the bottom of a fireproof glass container. Add some sand. Fill it up with cold water. Now carefully heat the bottom. Eventually, the wax underneath starts to boil (representing the moulten rocks under the Earth's crust) and it begins to lift the whole landscape above in a dome shape. Then, the moment of truth - the pressure becomes too much and at the weakest point, where the sand has bubbles, the hot wax shoots out in a lovely volcanic explosion. Great fun to do, and it's true - I've always want to make a storm in a tea cup! Storm In A Tea Cup Click the play button to see a demonstration on the self-help technique Energy EFT which is particularly useful for de-stressing and turning negative emotions into positive ones: Energy EFT Links: Energy EFT - Book, DVD & Bookmark - Find Out More & Read Reviews

Why Some Colleges Are Ditching the Science Lecture For Hands-On Learning “Squat! Squat! Squat! Higher! Faster!” In the basement of the Duane Physics and Astrophysics building at the University of Colorado Boulder, a science demonstration is going on — but it looks more like a vaudeville act. One by one, students balance precariously on a rotating platform. The principle at work is called angular momentum, explains Katie Dudley: “You can move or stop yourself by changing what you do to the wheel.” Dudley is a blonde 20-year-old junior with glasses, an aerospace engineering major. Most science and engineering classes around the country are a lot less interactive, a lot more intimidating, and daresay it, a lot less fun than this one. The efforts here began with professors like Steven Pollock, who team-teaches the Physics 1110 course where Dudley is an LA. “I just sort of saw myself in 2000 looking forward 20 or 30 years to retirement,” he explains. Not everyone agreed. The program has a “sneaky” faculty-development angle as well, Pollock adds.

Grade 11 Biology GENETIC PROCESSES: Worksheets ANIMALS: STRUCTURE AND FUNCTION: Worksheets DIVERSITY OF LIVING THINGS: Worksheets Bacteria Lab I: Preparing Agar Plates and Culturing Bacteria Bacteria Lab I: Preparing Agar Plates and Culturing Bacteria (Alternate) Bacteria Lab II: Effect of Bacteriocides Bacteria Lab II: Effect of Bacteriocides (Flash animation by Yang Ding!) Harmful Bacteria Microviewer Helpful Bacteria Microviewer Major Phyla of the Animal Kingdom Six-Kingdom System of Classification Student Dichotomous Key For Insects Taxonomy Taxonomy Project Are Your Students Engaged? Don’t Be So Sure By David Price It might be time we re-thought student engagement. Are we measuring the right things? Are we taking disengagement seriously enough? January is a time for resolutions. Let’s deal with the issue of the importance of engagement first. But for these findings to translate into actions, we have to re-think what we mean by engagement. Myth #1: “I can see when my students are engaged.” Don’t be so sure. “But why didn’t any of your teachers spot this?” He replied, “I learned how to fall asleep with my eyes open.” Students are learning to modify their behavior in class so that they appear to be engaged while, in reality, they’ve intellectually checked-out. Myth #2 : “They must be engaged — look at their test scores!” In a culture driven by test results, it’s understandable that teachers should assume that students must be engaged when their grades improve. Myth #3 : “They must be engaged — they’re having fun.”

8 Things Teachers Do To Encourage Misbehavior Teachers cause much of the misbehavior in their classrooms. True, students come to class with behavior issues and personal agendas. Some are prone to misbehavior and are difficult to deal with. But more often than not, the teacher is the problem. If you were a fly on the wall of teachers who struggle with classroom management, you would find many commonalities. Teaching is challenging enough. Let There Be Light The only classroom management-related problems that don’t have solutions are those we’re unaware of. In that spirit, the following list represents things teachers do unknowingly that encourage misbehavior. 1. Talking over students breeds inattentiveness, side-talking, and poor listening. 2. Being in a hurry creates tension in the classroom, causing restlessness, excitability, and poor behavior. 3. Answering students who don’t raise their hand encourages disrespect and communicates to your students that your classroom management plan is no longer valid. 4. 5. 6. 7. 8.

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