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The Science Store Find great science activities and toys for kids of all ages!
Wednesday, July 11, 2007
Tuesday, July 10, 2007
The flames in my gas grill are blue, but the candles on the dinner table burn with a yellow flame. What makes flames different colors? It's a matter of how much oxygen is available to the burning fuel. Lots of oxygen makes blue flames, while a limited amount of oxygen makes yellow ones. Let's look at the yellow flame first.A candle is really a very complex flame-producing machine. First, some of the wax must melt, then the liquid wax must be carried up the wick, then it must be vaporized to a gas, and only then can it burn—react with the oxygen in the air to form carbon dioxide and water vapor. This is far from an efficient process.If the burning were 100 percent efficient, the wax would be transformed completely into invisible carbon dioxide and water. But the flame can't get all the oxygen it needs to do that just by taking it out of the air in its immediate vicinity. The air, with its flame-nourishing cargo of oxygen, just can't flow in fast enough to take care of all the melted and vaporized paraffin that is ready to burn.So, under the influence of the heat, some of the unburnable paraffin breaks down into tiny particles of carbon, among other things. These particles are heated by the flame and become luminous; they glow with a bright yellow light. And that's what makes the flame yellow. By the time the glowing carbon particles reach the top of the flame, almost all of them have found enough oxygen to burn themselves out. The same thing happens in kerosene lamps, paper fires, camp fires, forest fires, and house fires: yellow flames, all. Air just can't flow in fast enough to make the fuels burn completely to carbon dioxide and water.Gas grills and gas ranges, on the other hand, start out with a gaseous fuel—no vaporizing required. That makes it easy for the fuel to mix with lots of air, so that the burning reaction can go at full blast. Because the fuel is burning almost completely, we get a much hotter flame. And it's a clear, transparent flame because no glowing carbon particles clutter it up. Want hotter yet? Why not mix pure oxygen, instead of air, with the fuel gas? After all, air is only about 20 percent oxygen. Glassblowers use a torch that mixes oxygen with natural gas (methane), to produce a flame temperature of about 3000 degrees Fahrenheit (1600 degrees Celsius). A welder's oxyacetylene (oxygen plus acetylene gas) torch can reach about 600 degrees Fahrenheit (3300 degrees Celsius). Clear, blue flames, all—except when the torch is improperly adjusted so that the gas doesn't get enough oxygen to burn completely. Result? A yellow, sooty flame.
Selection from What Einstein Didn't Know by Robert L. Wolke. Copyright © 1997. Reprinted by permission of author.
the B's, those electrons will have to push their way through our circuit, doing work for us along the way—anything from lighting a flashlight bulb to making a little pink bunny wander vacuously around while beating on a drum.To make a battery, then, we'll make a compact little package containing lots of A atoms and B atoms. But we'll keep them separated from one another, usually with a barrier of wet paper. They won't be able to do their electron passing until such time as we complete the circuit, when we hook up the battery and close a switch that allows the electrons to flow from the A atoms through our interposed gadgetry to the B atoms.Different types of batteries are made of different kinds of A and B atoms. The most common ones are manganese, zinc, lead lithium, mercury, nickel and cadmium. In the familiar AAA (no relation to what we've called "A atoms"), AA, C, and D batteries (there once was a B battery, but it isn't used anymore), zinc and manganese atoms are the A's and B's. The zinc atoms are the electron passers and the manganese atoms are the electron receivers. The battery's voltage, in this case 1.5 volts, is a measure of the force with which zinc atoms pass their electrons to manganese atoms. Different combinations of passer and receiver atoms will make batteries with different voltages, because they have different degrees of eagerness for passing and receiving electrons.When all the passer atoms have passed their quota of electrons to the receivers, the battery is dead, and, alas, the bunny stops here.Nicad (nickel-cadmium) batteries, as well as your automobile's lead-acid battery, are rechargeable, however: we can reverse the electron-passing process by pumping electrons back from the receivers to the passers, and then the passing game can begin all over again. Unfortunately, though, every time the battery is recharged, some mechanical damage is done to its innards, and even a rechargeable battery won't last forever.
Selection from What Einstein Didn't Know by Robert L. Wolke. Copyright © 1997. Reprinted by permission of author.
the B's, those electrons will have to push their way through our circuit, doing work for us along the way—anything from lighting a flashlight bulb to making a little pink bunny wander vacuously around while beating on a drum.To make a battery, then, we'll make a compact little package containing lots of A atoms and B atoms. But we'll keep them separated from one another, usually with a barrier of wet paper. They won't be able to do their electron passing until such time as we complete the circuit, when we hook up the battery and close a switch that allows the electrons to flow from the A atoms through our interposed gadgetry to the B atoms.Different types of batteries are made of different kinds of A and B atoms. The most common ones are manganese, zinc, lead lithium, mercury, nickel and cadmium. In the familiar AAA (no relation to what we've called "A atoms"), AA, C, and D batteries (there once was a B battery, but it isn't used anymore), zinc and manganese atoms are the A's and B's. The zinc atoms are the electron passers and the manganese atoms are the electron receivers. The battery's voltage, in this case 1.5 volts, is a measure of the force with which zinc atoms pass their electrons to manganese atoms. Different combinations of passer and receiver atoms will make batteries with different voltages, because they have different degrees of eagerness for passing and receiving electrons.When all the passer atoms have passed their quota of electrons to the receivers, the battery is dead, and, alas, the bunny stops here.Nicad (nickel-cadmium) batteries, as well as your automobile's lead-acid battery, are rechargeable, however: we can reverse the electron-passing process by pumping electrons back from the receivers to the passers, and then the passing game can begin all over again. Unfortunately, though, every time the battery is recharged, some mechanical damage is done to its innards, and even a rechargeable battery won't last forever.
Selection from What Einstein Didn't Know by Robert L. Wolke. Copyright © 1997. Reprinted by permission of author.
Selection from What Einstein Didn't Know by Robert L. Wolke. Copyright © 1997. Reprinted by permission of author.
the B's, those electrons will have to push their way through our circuit, doing work for us along the way—anything from lighting a flashlight bulb to making a little pink bunny wander vacuously around while beating on a drum.To make a battery, then, we'll make a compact little package containing lots of A atoms and B atoms. But we'll keep them separated from one another, usually with a barrier of wet paper. They won't be able to do their electron passing until such time as we complete the circuit, when we hook up the battery and close a switch that allows the electrons to flow from the A atoms through our interposed gadgetry to the B atoms.Different types of batteries are made of different kinds of A and B atoms. The most common ones are manganese, zinc, lead lithium, mercury, nickel and cadmium. In the familiar AAA (no relation to what we've called "A atoms"), AA, C, and D batteries (there once was a B battery, but it isn't used anymore), zinc and manganese atoms are the A's and B's. The zinc atoms are the electron passers and the manganese atoms are the electron receivers. The battery's voltage, in this case 1.5 volts, is a measure of the force with which zinc atoms pass their electrons to manganese atoms. Different combinations of passer and receiver atoms will make batteries with different voltages, because they have different degrees of eagerness for passing and receiving electrons.When all the passer atoms have passed their quota of electrons to the receivers, the battery is dead, and, alas, the bunny stops here.Nicad (nickel-cadmium) batteries, as well as your automobile's lead-acid battery, are rechargeable, however: we can reverse the electron-passing process by pumping electrons back from the receivers to the passers, and then the passing game can begin all over again. Unfortunately, though, every time the battery is recharged, some mechanical damage is done to its innards, and even a rechargeable battery won't last forever.
Selection from What Einstein Didn't Know by Robert L. Wolke. Copyright © 1997. Reprinted by permission of author.
the B's, those electrons will have to push their way through our circuit, doing work for us along the way—anything from lighting a flashlight bulb to making a little pink bunny wander vacuously around while beating on a drum.To make a battery, then, we'll make a compact little package containing lots of A atoms and B atoms. But we'll keep them separated from one another, usually with a barrier of wet paper. They won't be able to do their electron passing until such time as we complete the circuit, when we hook up the battery and close a switch that allows the electrons to flow from the A atoms through our interposed gadgetry to the B atoms.Different types of batteries are made of different kinds of A and B atoms. The most common ones are manganese, zinc, lead lithium, mercury, nickel and cadmium. In the familiar AAA (no relation to what we've called "A atoms"), AA, C, and D batteries (there once was a B battery, but it isn't used anymore), zinc and manganese atoms are the A's and B's. The zinc atoms are the electron passers and the manganese atoms are the electron receivers. The battery's voltage, in this case 1.5 volts, is a measure of the force with which zinc atoms pass their electrons to manganese atoms. Different combinations of passer and receiver atoms will make batteries with different voltages, because they have different degrees of eagerness for passing and receiving electrons.When all the passer atoms have passed their quota of electrons to the receivers, the battery is dead, and, alas, the bunny stops here.Nicad (nickel-cadmium) batteries, as well as your automobile's lead-acid battery, are rechargeable, however: we can reverse the electron-passing process by pumping electrons back from the receivers to the passers, and then the passing game can begin all over again. Unfortunately, though, every time the battery is recharged, some mechanical damage is done to its innards, and even a rechargeable battery won't last forever.
Selection from What Einstein Didn't Know by Robert L. Wolke. Copyright © 1997. Reprinted by permission of author.
Science Basic Skills and Games Practice http://classroom.jc-schools.net/basic/science.htmlInteractive Science Activities http://jc-schools.net/tutorials/interactive.htm#ScienceScience PowerPoint Presentations http://jc-schools.net/PPTs-science.htmlScience Online http://classroom.jc-schools.net/sci-units/
Amazing Space AstroWeb Celestia - A free space simulation that lets you explore our universe in three dimensions CiteSeer - Scientific Literature Digital Library DLESE - Digital Library for Earth System Education eMolecules Encyclopedia of Astrobiology, Astronomy, and Spaceflight -Nearby Stars Database NOVA - (Video, podcasts) Physics Flash Animation PhysLink Scirus (science-specific search engine)SciSeek (science-specific search engine and directory)Spacestation42 (Free spacecraft, rockets, satellites, and planet paper models) Stellarium (open source planetarium)World Wind (Zoom in on the Earth from satellites)Biology In MotionEdHeadsA Century of Kitchen WasteScience Education Zone Simply ScienceScience Teachers' Resource Center Simply ScienceScience World http://scienceworld.wolfram.comScience Flash Activities http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml BBC Science Games Ages 4-11 http://www.bbc.co.uk/schools/4_11/science.shtmlBBC Science Games Ages 11-16 http://www.bbc.co.uk/schools/11_16/science.shtmlLHS Science Interactive Interactive Science Exercises Holt Earth Science InteractiveEducational InteractiveVirtual Journey Into the Solar SystemScience Reader's Theater ScriptsBiology CenterScience Reader's Theater ScriptsVirtual Body Printable QuizzesVirtual Stem Cell LaboratorySolar System ExplorationWindows to the UniverseGenetic ProbeScience ClipsPhysical Science InteractiveBioMedia Associates Science Quizzes Science Worksheet http://www.primaryresources.co.uk/science/science.htmNature Shift http://www.natureshift.org/index2.html Earth Science Center Science Fair Resources http://jc-schools.net/techupdate/sci-fair.htmlHuman Anatomy On-line http://www.innerbody.com/
nEnvironmental Resources for Education http://www.edu-source.com/ Steven's Institute of Technology http://k12science.stevens-tech.edu Grades K-5 Science Units http://classroom.jc-schools.net/sci-unitsScience Songs http://www.acme.com/jef/science_songs/ (Right-click and choose "Save Target" or "Save Link" to download a copy of the song)Science Downloads for Teachers http://www.cavendishscience.org/phys/p-index2.htm
nNine Planets http://seds.lpl.arizona.edu/nineplanets/nineplanets Teach Space http://www.space.com/teachspaceAmazing Space http://amazing-space.stsci.edu
nChem4Kids.com! Your Chemistry Web Site! http://www.chem4kids.com Try Science http://tryscience.org
nCool Science for Curious Kids http://www.hhmi.org/coolscience
n
nThe Biology Project http://www.biology.arizona.edu
nThe Microbe Zoo http://commtechlab.msu.edu/sites/dlc-me/zoo/
nCells Alive http://www.cellsalive.com/ Microbiology Information Portal http://www.microbes.info/
nReeko's Mad Scientist Lab http://www.spartechsoftware.com/reeko/ Mad Scientist Network http://www.madsci.org/ My Wav http://www.riverdeep.net/for_students/mywave/main.jhtml
nYuckiest Site http://www.yucky.com/
nScience Basic Skill Games http://classroom.jc-schools.net/basic/science.html Science Made Simple http://www.sciencemadesimple.comScience Lab Generator http://teachers.teach-nology.com/web_tools/science_lab/Online Astronomy Course http://darkskyinstitute.org/astronomy.htmlStudy Works http://www.studyworksonline.comI Know That! Science Games http://www.iknowthat.com/com/L3?Area=L2_ScienceI Know That! Engineering Games http://www.iknowthat.com/com/L3?Area=L2_Engineering
nInternet4Classroom:
lScience: General
lScience: Astronomy
lScience: Biology
lScience: Chemistry
lScience: Earth Science lScience: PhysicsScience: Science Fair
Interactive: The Skeleton, Electric Circuits, Electricity - Safety in the Home, Light and Colour, Garden Bird Survey, The Eye, Reproduction in Flowering Plants, Asthma, Plant Explorer, Fossilisation,
n
Amazing Space AstroWeb Celestia - A free space simulation that lets you explore our universe in three dimensions CiteSeer - Scientific Literature Digital Library DLESE - Digital Library for Earth System Education eMolecules Encyclopedia of Astrobiology, Astronomy, and Spaceflight -Nearby Stars Database NOVA - (Video, podcasts) Physics Flash Animation PhysLink Scirus (science-specific search engine)SciSeek (science-specific search engine and directory)Spacestation42 (Free spacecraft, rockets, satellites, and planet paper models) Stellarium (open source planetarium)World Wind (Zoom in on the Earth from satellites)Biology In MotionEdHeadsA Century of Kitchen WasteScience Education Zone Simply ScienceScience Teachers' Resource Center Simply ScienceScience World http://scienceworld.wolfram.comScience Flash Activities http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml BBC Science Games Ages 4-11 http://www.bbc.co.uk/schools/4_11/science.shtmlBBC Science Games Ages 11-16 http://www.bbc.co.uk/schools/11_16/science.shtmlLHS Science Interactive Interactive Science Exercises Holt Earth Science InteractiveEducational InteractiveVirtual Journey Into the Solar SystemScience Reader's Theater ScriptsBiology CenterScience Reader's Theater ScriptsVirtual Body Printable QuizzesVirtual Stem Cell LaboratorySolar System ExplorationWindows to the UniverseGenetic ProbeScience ClipsPhysical Science InteractiveBioMedia Associates Science Quizzes Science Worksheet http://www.primaryresources.co.uk/science/science.htmNature Shift http://www.natureshift.org/index2.html Earth Science Center Science Fair Resources http://jc-schools.net/techupdate/sci-fair.htmlHuman Anatomy On-line http://www.innerbody.com/
nEnvironmental Resources for Education http://www.edu-source.com/ Steven's Institute of Technology http://k12science.stevens-tech.edu Grades K-5 Science Units http://classroom.jc-schools.net/sci-unitsScience Songs http://www.acme.com/jef/science_songs/ (Right-click and choose "Save Target" or "Save Link" to download a copy of the song)Science Downloads for Teachers http://www.cavendishscience.org/phys/p-index2.htm
nNine Planets http://seds.lpl.arizona.edu/nineplanets/nineplanets Teach Space http://www.space.com/teachspaceAmazing Space http://amazing-space.stsci.edu
nChem4Kids.com! Your Chemistry Web Site! http://www.chem4kids.com Try Science http://tryscience.org
nCool Science for Curious Kids http://www.hhmi.org/coolscience
n
nThe Biology Project http://www.biology.arizona.edu
nThe Microbe Zoo http://commtechlab.msu.edu/sites/dlc-me/zoo/
nCells Alive http://www.cellsalive.com/ Microbiology Information Portal http://www.microbes.info/
nReeko's Mad Scientist Lab http://www.spartechsoftware.com/reeko/ Mad Scientist Network http://www.madsci.org/ My Wav http://www.riverdeep.net/for_students/mywave/main.jhtml
nYuckiest Site http://www.yucky.com/
nScience Basic Skill Games http://classroom.jc-schools.net/basic/science.html Science Made Simple http://www.sciencemadesimple.comScience Lab Generator http://teachers.teach-nology.com/web_tools/science_lab/Online Astronomy Course http://darkskyinstitute.org/astronomy.htmlStudy Works http://www.studyworksonline.comI Know That! Science Games http://www.iknowthat.com/com/L3?Area=L2_ScienceI Know That! Engineering Games http://www.iknowthat.com/com/L3?Area=L2_Engineering
nInternet4Classroom:
lScience: General
lScience: Astronomy
lScience: Biology
lScience: Chemistry
lScience: Earth Science lScience: PhysicsScience: Science Fair
Interactive: The Skeleton, Electric Circuits, Electricity - Safety in the Home, Light and Colour, Garden Bird Survey, The Eye, Reproduction in Flowering Plants, Asthma, Plant Explorer, Fossilisation,
n
Genetic ProbeUse the online genetic probe to locate a sequence of basis that appear in a genetic code. Grades 5-12 (more Interactives)
Wicked http://www.tki.org.nz/r/wick_ed/quizit/feature_quizits_s.phpInteractive quizzes on topics of solar system, Earth science, electricity, simple machines, and changes of state.
Ace on the Case: Secrets@sea
http://www.secretsatsea.org/
An interactive adventure that helps students learn about marine ecology. Grades 4-7
Zoom:Kitchen Chemistry
http://pbskids.org/zoom/kitchenchemistry/
The virtual kitchen to perform online experiments, solve a puzzle, and get a reward. Grades 4-6
Get Smarter
http://www.getsmarter.org/
Get Smarter is an interactive site where students can compare their math and science achievement against others worldwide. Grades 3-12
The Biology Project
http://www.biology.arizona.edu/
From the University of Arizona, the Biology Project site is an interactive online resource for learning biology. The site includes tutorials, problem sets, activities, and other resources. Grades 9-12
Exploratorium
http://www.exploratorium.edu/The Exploratorium is a collage of 650 interactive exhibits in science, art, and human perception. Students can explore any of these subject: light color, sound, music, motion, animal behavior, electricity, heat and temperature, language, patterns, hearing, touch, vision, waves and weather. Grades 3-12
Cool Science for Curious Kidshttp://www.hhmi.org/coolscience Cool Science is a fun site that helps students appreciate science. Covered: Observation skills, plants, animal classifications and metamorphosis. Grades K-3
Education 4 Kids
Table of ElementsThis site contains a table of elements drill. Grades 5-8
Gameaquarium
http://www.gamequarium.com
A collection of language arts, math, science, and social studies. Grades PreK-6
Fun Brain
http://www.funbrain.com/cgi-bin/getskill.cgi?A4=1
This site contains a variety of edu-taining activities covering areas of math, language arts, social studies, and science. Grades K-6
Enchanted Learninghttp://www.EnchantedLearning.com/Home.html This is a fun educational site for audiences as young as preschool. Some of the areas covered: science, language arts and geography. (Not all pages are interactive.) Grades Pre-K-3
HHMI’s BioInteractive
http://biointeractive.org
HHMI (Howard Hughes Medical Institute) provides activities and tools for students. There is also a section for teachers Grades 9-12
Iowa State Insect Zoo
http://zoocam.ent.iastate.edu/
This site contains a live, interactive camera that allows students to view the insects at the Insect Zoo. It also provides information about the insects. Teachers can use this site to set up a tour by an entomologist. This site is geared for elementary students, Grades 1-5
The Great Plant Escape
http://www.urbanext.uiuc.edu/gpe/Students can help Detective Leplant and his partners investigate plant mysteries including cases about soil, plant growth, seeds, and reproduction. Grades 4-5
Creature Feature
http://www.nationalgeographic.com/kids/creature_feature/
Audio and video clips help students learn about featured animals. Grades 3-8
Entomology Image Gallery
http://www.ent.iastate.edu/imagegallery/
Students can view images and movies of beetles, ticks, lice, and lots of other creepy crawling insects! Grades 3 and up
Dinosaur Movie Clips
http://www.sci.kun.nl/thalia/funpage/television/dinosaurs/download/download.html
Download sound files and video clips from the Dinosaurs television show. Grades 2-5
Endangered Animal Channel
http://www.endangeredtv.com/
Students explore videos of endangered animals from the Bagheera site. Grades 2-6
Amoeba Movies
http://micro.magnet.fsu.edu/moviegallery/pondscum/protozoa/amoeba/index.html
Explore videos of an amoeba eating and moving through different environments. Real Player needed. Grades 5+
Way Cool Surgery
http://www.waycoolsurgery.com
View video clips of an actual doctor performing cardiac bypass surgery. Learn about hearthealth, and careers in the health care field. Grades 3+
Popular Science
http://www.popsci.comThere are plenty of interesting things to read at Popular Science Magazine's web site. Articles on science, space, the Internet, computers, and more. Grades 3+
The Astronomy Workshop
http://janus.astro.umd.edu/index.htmlStudents can view a multitude of Java programs that creates a solar system, view the moons and their orbits around their planets, and learn about astronomical distances. Grades 3+
Exploring the Planets
http://www.nasm.si.edu/research/ceps/etp/etp.htmExploring the Planets is a simulated research center at the National Air and Space Museum that illustrates how scientist explore planets that are millions of miles away. Students can choose to log in, enabling them a chance to save their work. There are three levels for grades 5-8, grades 6-8, and grades 7-9.
Planet Impact!
http://amazing-space.stsci.edu/resources/explorations/impact/
Discover the fierce force of gravity and pelt poor Jupiter with a comet! Teacher Tips included. Grades 5-8
Mission Mastermind
http://amazing-space.stsci.edu/resources/explorations/mastermind/
NASA needs your help in planning a Hubble Servicing Mission. Join the team! Teacher Tips included. Grades 6-8
Galaxy Hunter
http://amazing-space.stsci.edu/resources/explorations/ghunter/Statistically speaking, this cosmic photo shoot is out of this world! Students construct and interpret frequency tables, demonstrate knowledge of simple random samples, define range, mean and median as they apply to statistics, and demonstrate knowledge of min/max plots. Teacher Tips included. Grades 10-12
Galaxies Galore
http://amazing-space.stsci.edu/resources/explorations/galaxies-galore/Galaxy construction timeline: billions of years. For you: ten minutes. Teacher Tips included. Grades 6-8
No Escape: The Truth About Black Holes
http://amazing-space.stsci.edu/resources/explorations/blackholes
An opportunity for students to research the fascinating topic of black holes and to examine the concepts of escape velocity, gravity, mass, and the speed of light as they apply to black holes. Grades 8-12
Solar System Trading Cards
http://amazing-space.stsci.edu/resources/explorations/trading/
students will collect solar system trading cards by playing an interactive card game. They will identify the sun, planets, comets, and asteroids by answering questions about them. Students will learn facts about the solar system presented with amazing pictures taken by the Hubble Space Telescope and various NASA missions. Grades 3-6
Star Light, Star Bright
http://amazing-space.stsci.edu/resources/explorations/light/
Explore the nature of the electromagnetic spectrum. In this lesson, students will identify the different properties of waves and the relationship that exists between energy, wavelength, and frequency. Students will correlate images taken by the Hubble Space Telescope and other astronomical instruments to the wavelength, color, and temperature information that can be found in the spectrum. Grades 6-9
Hubble Deep Field Academy
http://amazing-space.stsci.edu/resources/explorations/hdf/
Join Professor WifPic in examining the Hubble Deep Field image and simulate the process astronomers have gone through to count, classify, and identify objects in the image as well as estimate their distances from Earth. The lesson is modular so that all or part of it may be completed using computers and the Internet. Grades 6-8
Funology
http://www.funology.comAt Funology find fun facts, experiments, crafts, recipes, magic tricks, jokes, and a whole lot more. Grades 2-5
Inner Learning Online
http://www.innerbody.comStudents can study the anatomy of the human body or learn about the inner workings of an automobile. Each of the detailed graphic images has 'hot spots' that interact to provide more information. Grades 5+
ScienceMonster
http://www.sciencemonster.comCreated by the makers of CoolMath, this site entertains with information about our solar system. Students can take a star tour, see how gravity and inertia work, and play a fun lunar landing game.Grades 2-5
Amazing Space
http://amazing-space.stsci.eduAmazing Space is a collection of interactive activities designed to teach students about black holes, collect solar system trading cards, and more. Each activity includes high quality graphics and animation. Grades 3+
Earth and Moon Viewer
http://fourmilab.ch/earthview/vplanet.htmlView a map of the Earth showing the actual day and night regions at this moment. You can also view it as currently seen from the Sun, Moon, orbiting satellite, or from above a variety of cities. Grades 3+
spaceKids
http://www.spacekids.comStart the countdown and blast-off for fun and learning at this stellar site! Take a virtual tour of the solar system, play games, view space pictures and movies, get up-to-date space news, and more. Grades 2-5
Virtual Solar System
http://www.nationalgeographic.com/solarsystem/splash.htmlA fantastic site from National Geographic with a vast amount of information about our solar system. With the Viscape SVR plug-in students can take a fly-by tour of the sun and each planet, but even without the plug-in the site is a must-see for space buffs. Grades 3-8
3-D Virtual Physics
http://www.virtualphysics.com/vp2/
The Eggs of Time game features an exciting science fiction story and includes over 20 fully interactive 3-D exercises, animated tutorials, and 200 review problems! Grades 6-8
The Atoms Family
http://www.miamisci.org/af/sln/
Explore educational activities about energy concepts, the power of the sun, energy conservation, energy transformation, electricity and fossil fuels being presented by famous gothic horror characters.
phFactor
http://www.miamisci.org/ph/index.html
Is it acid or base? Use the ph factor resource to find out. Grades 6-8
Hurricane Storm Science
http://www.miamisci.org/hurricane/
Interactive activities related to weather instruments and storms. Grades 4-5
SLN.Laboratory
http://www.jsf.or.jp/sln/laboe.htmlVisit the Laboratory and make an aurora, a cloud chamber, and acid rain.
Bones Inside You
http://tcm.childrensmuseum.org/bones/otherSites_gamesActivities.htm
An interactive skeleton that assist the learner in identifying specific bones. Grades 3-6
Air Travelers
http://www.omsi.edu/visit/physics/air/
Air Travelers is an introduction to the basic principles of buoyancy, properties of gases, temperature, and the technology involved in hot air ballooning. Grades 5-8
Amazing Feats of Aging
http://www.omsi.edu/visit/life/aging/
Explore the mysteries of why and how humans and animals age, and discover the secrets of healthy aging. Grades 3+
Engineer It!http://www.omsi.edu/visit/physics/engineerit/The online guide devoted to basic engineering principles with cool activities and online games. Grades 3+
Experiencing Chemistry
http://www.omsi.edu/visit/chemistry/unit.cfm?UnitCurrentKey=1
Online chemistry resource and experiments for students. Grades 4+
Eyes on Earth
http://www.omsi.edu/visit/earth/eyesonearth/Check out satellite images from NASA's Earth Observing System. Includes an Educator's Guide with lots of great classroom activities on satellite technology and imagery (requires QuickTime plug-in). Grades 6-8
Hanford at the Half Life Radiation Calculator
http://www.omsi.edu/explore/online.cfm#radiationcalculatorEstimate your annual radiation dose with an online version of the Radiation Calculator from OMSI's Hanford at the Half Life exhibit. (Note: This activity requires the free, Macromedia Flash Player.) Grades 6+
Water Works
http://www.omsi.edu/visit/physics/ww/Explore the science and engineering behind water fountains at home or in the classroom with Water Works. The website has loads of fun and fascinating online activities, as well as helpful curriculum resources. Grades 4+
What's Your EQ?
http://www.omsi.edu/teachers/psd/2002/eq/Did you ever wonder how much energy your house uses each year? Now you can calculate your EQ (or energy quotient) online and determine how many kilowatt-hours you use! Grades 3+
Measure 4 Measure
http://www.wolinskyweb.net/measure.htm#science
A complete list of online calculators and converters. Grades 3-12
The Physics Classroom
http://www.physicsclassroom.com/
An online physics tutorial written for high school physics students. Grades 9-12
I Know That Science Games
http://www.iknowthat.com/com/L3?Area=L2_Science
Science Basic Skills and Games http://classroom.jc-schools.net/basic/science.html
More Science Resources
PowerPoint Resources
Grade 6-12 Science Interactive Resources
Wicked http://www.tki.org.nz/r/wick_ed/quizit/feature_quizits_s.phpInteractive quizzes on topics of solar system, Earth science, electricity, simple machines, and changes of state.
Ace on the Case: Secrets@sea
http://www.secretsatsea.org/
An interactive adventure that helps students learn about marine ecology. Grades 4-7
Zoom:Kitchen Chemistry
http://pbskids.org/zoom/kitchenchemistry/
The virtual kitchen to perform online experiments, solve a puzzle, and get a reward. Grades 4-6
Get Smarter
http://www.getsmarter.org/
Get Smarter is an interactive site where students can compare their math and science achievement against others worldwide. Grades 3-12
The Biology Project
http://www.biology.arizona.edu/
From the University of Arizona, the Biology Project site is an interactive online resource for learning biology. The site includes tutorials, problem sets, activities, and other resources. Grades 9-12
Exploratorium
http://www.exploratorium.edu/The Exploratorium is a collage of 650 interactive exhibits in science, art, and human perception. Students can explore any of these subject: light color, sound, music, motion, animal behavior, electricity, heat and temperature, language, patterns, hearing, touch, vision, waves and weather. Grades 3-12
Cool Science for Curious Kidshttp://www.hhmi.org/coolscience Cool Science is a fun site that helps students appreciate science. Covered: Observation skills, plants, animal classifications and metamorphosis. Grades K-3
Education 4 Kids
Table of ElementsThis site contains a table of elements drill. Grades 5-8
Gameaquarium
http://www.gamequarium.com
A collection of language arts, math, science, and social studies. Grades PreK-6
Fun Brain
http://www.funbrain.com/cgi-bin/getskill.cgi?A4=1
This site contains a variety of edu-taining activities covering areas of math, language arts, social studies, and science. Grades K-6
Enchanted Learninghttp://www.EnchantedLearning.com/Home.html This is a fun educational site for audiences as young as preschool. Some of the areas covered: science, language arts and geography. (Not all pages are interactive.) Grades Pre-K-3
HHMI’s BioInteractive
http://biointeractive.org
HHMI (Howard Hughes Medical Institute) provides activities and tools for students. There is also a section for teachers Grades 9-12
Iowa State Insect Zoo
http://zoocam.ent.iastate.edu/
This site contains a live, interactive camera that allows students to view the insects at the Insect Zoo. It also provides information about the insects. Teachers can use this site to set up a tour by an entomologist. This site is geared for elementary students, Grades 1-5
The Great Plant Escape
http://www.urbanext.uiuc.edu/gpe/Students can help Detective Leplant and his partners investigate plant mysteries including cases about soil, plant growth, seeds, and reproduction. Grades 4-5
Creature Feature
http://www.nationalgeographic.com/kids/creature_feature/
Audio and video clips help students learn about featured animals. Grades 3-8
Entomology Image Gallery
http://www.ent.iastate.edu/imagegallery/
Students can view images and movies of beetles, ticks, lice, and lots of other creepy crawling insects! Grades 3 and up
Dinosaur Movie Clips
http://www.sci.kun.nl/thalia/funpage/television/dinosaurs/download/download.html
Download sound files and video clips from the Dinosaurs television show. Grades 2-5
Endangered Animal Channel
http://www.endangeredtv.com/
Students explore videos of endangered animals from the Bagheera site. Grades 2-6
Amoeba Movies
http://micro.magnet.fsu.edu/moviegallery/pondscum/protozoa/amoeba/index.html
Explore videos of an amoeba eating and moving through different environments. Real Player needed. Grades 5+
Way Cool Surgery
http://www.waycoolsurgery.com
View video clips of an actual doctor performing cardiac bypass surgery. Learn about hearthealth, and careers in the health care field. Grades 3+
Popular Science
http://www.popsci.comThere are plenty of interesting things to read at Popular Science Magazine's web site. Articles on science, space, the Internet, computers, and more. Grades 3+
The Astronomy Workshop
http://janus.astro.umd.edu/index.htmlStudents can view a multitude of Java programs that creates a solar system, view the moons and their orbits around their planets, and learn about astronomical distances. Grades 3+
Exploring the Planets
http://www.nasm.si.edu/research/ceps/etp/etp.htmExploring the Planets is a simulated research center at the National Air and Space Museum that illustrates how scientist explore planets that are millions of miles away. Students can choose to log in, enabling them a chance to save their work. There are three levels for grades 5-8, grades 6-8, and grades 7-9.
Planet Impact!
http://amazing-space.stsci.edu/resources/explorations/impact/
Discover the fierce force of gravity and pelt poor Jupiter with a comet! Teacher Tips included. Grades 5-8
Mission Mastermind
http://amazing-space.stsci.edu/resources/explorations/mastermind/
NASA needs your help in planning a Hubble Servicing Mission. Join the team! Teacher Tips included. Grades 6-8
Galaxy Hunter
http://amazing-space.stsci.edu/resources/explorations/ghunter/Statistically speaking, this cosmic photo shoot is out of this world! Students construct and interpret frequency tables, demonstrate knowledge of simple random samples, define range, mean and median as they apply to statistics, and demonstrate knowledge of min/max plots. Teacher Tips included. Grades 10-12
Galaxies Galore
http://amazing-space.stsci.edu/resources/explorations/galaxies-galore/Galaxy construction timeline: billions of years. For you: ten minutes. Teacher Tips included. Grades 6-8
No Escape: The Truth About Black Holes
http://amazing-space.stsci.edu/resources/explorations/blackholes
An opportunity for students to research the fascinating topic of black holes and to examine the concepts of escape velocity, gravity, mass, and the speed of light as they apply to black holes. Grades 8-12
Solar System Trading Cards
http://amazing-space.stsci.edu/resources/explorations/trading/
students will collect solar system trading cards by playing an interactive card game. They will identify the sun, planets, comets, and asteroids by answering questions about them. Students will learn facts about the solar system presented with amazing pictures taken by the Hubble Space Telescope and various NASA missions. Grades 3-6
Star Light, Star Bright
http://amazing-space.stsci.edu/resources/explorations/light/
Explore the nature of the electromagnetic spectrum. In this lesson, students will identify the different properties of waves and the relationship that exists between energy, wavelength, and frequency. Students will correlate images taken by the Hubble Space Telescope and other astronomical instruments to the wavelength, color, and temperature information that can be found in the spectrum. Grades 6-9
Hubble Deep Field Academy
http://amazing-space.stsci.edu/resources/explorations/hdf/
Join Professor WifPic in examining the Hubble Deep Field image and simulate the process astronomers have gone through to count, classify, and identify objects in the image as well as estimate their distances from Earth. The lesson is modular so that all or part of it may be completed using computers and the Internet. Grades 6-8
Funology
http://www.funology.comAt Funology find fun facts, experiments, crafts, recipes, magic tricks, jokes, and a whole lot more. Grades 2-5
Inner Learning Online
http://www.innerbody.comStudents can study the anatomy of the human body or learn about the inner workings of an automobile. Each of the detailed graphic images has 'hot spots' that interact to provide more information. Grades 5+
ScienceMonster
http://www.sciencemonster.comCreated by the makers of CoolMath, this site entertains with information about our solar system. Students can take a star tour, see how gravity and inertia work, and play a fun lunar landing game.Grades 2-5
Amazing Space
http://amazing-space.stsci.eduAmazing Space is a collection of interactive activities designed to teach students about black holes, collect solar system trading cards, and more. Each activity includes high quality graphics and animation. Grades 3+
Earth and Moon Viewer
http://fourmilab.ch/earthview/vplanet.htmlView a map of the Earth showing the actual day and night regions at this moment. You can also view it as currently seen from the Sun, Moon, orbiting satellite, or from above a variety of cities. Grades 3+
spaceKids
http://www.spacekids.comStart the countdown and blast-off for fun and learning at this stellar site! Take a virtual tour of the solar system, play games, view space pictures and movies, get up-to-date space news, and more. Grades 2-5
Virtual Solar System
http://www.nationalgeographic.com/solarsystem/splash.htmlA fantastic site from National Geographic with a vast amount of information about our solar system. With the Viscape SVR plug-in students can take a fly-by tour of the sun and each planet, but even without the plug-in the site is a must-see for space buffs. Grades 3-8
3-D Virtual Physics
http://www.virtualphysics.com/vp2/
The Eggs of Time game features an exciting science fiction story and includes over 20 fully interactive 3-D exercises, animated tutorials, and 200 review problems! Grades 6-8
The Atoms Family
http://www.miamisci.org/af/sln/
Explore educational activities about energy concepts, the power of the sun, energy conservation, energy transformation, electricity and fossil fuels being presented by famous gothic horror characters.
phFactor
http://www.miamisci.org/ph/index.html
Is it acid or base? Use the ph factor resource to find out. Grades 6-8
Hurricane Storm Science
http://www.miamisci.org/hurricane/
Interactive activities related to weather instruments and storms. Grades 4-5
SLN.Laboratory
http://www.jsf.or.jp/sln/laboe.htmlVisit the Laboratory and make an aurora, a cloud chamber, and acid rain.
Bones Inside You
http://tcm.childrensmuseum.org/bones/otherSites_gamesActivities.htm
An interactive skeleton that assist the learner in identifying specific bones. Grades 3-6
Air Travelers
http://www.omsi.edu/visit/physics/air/
Air Travelers is an introduction to the basic principles of buoyancy, properties of gases, temperature, and the technology involved in hot air ballooning. Grades 5-8
Amazing Feats of Aging
http://www.omsi.edu/visit/life/aging/
Explore the mysteries of why and how humans and animals age, and discover the secrets of healthy aging. Grades 3+
Engineer It!http://www.omsi.edu/visit/physics/engineerit/The online guide devoted to basic engineering principles with cool activities and online games. Grades 3+
Experiencing Chemistry
http://www.omsi.edu/visit/chemistry/unit.cfm?UnitCurrentKey=1
Online chemistry resource and experiments for students. Grades 4+
Eyes on Earth
http://www.omsi.edu/visit/earth/eyesonearth/Check out satellite images from NASA's Earth Observing System. Includes an Educator's Guide with lots of great classroom activities on satellite technology and imagery (requires QuickTime plug-in). Grades 6-8
Hanford at the Half Life Radiation Calculator
http://www.omsi.edu/explore/online.cfm#radiationcalculatorEstimate your annual radiation dose with an online version of the Radiation Calculator from OMSI's Hanford at the Half Life exhibit. (Note: This activity requires the free, Macromedia Flash Player.) Grades 6+
Water Works
http://www.omsi.edu/visit/physics/ww/Explore the science and engineering behind water fountains at home or in the classroom with Water Works. The website has loads of fun and fascinating online activities, as well as helpful curriculum resources. Grades 4+
What's Your EQ?
http://www.omsi.edu/teachers/psd/2002/eq/Did you ever wonder how much energy your house uses each year? Now you can calculate your EQ (or energy quotient) online and determine how many kilowatt-hours you use! Grades 3+
Measure 4 Measure
http://www.wolinskyweb.net/measure.htm#science
A complete list of online calculators and converters. Grades 3-12
The Physics Classroom
http://www.physicsclassroom.com/
An online physics tutorial written for high school physics students. Grades 9-12
I Know That Science Games
http://www.iknowthat.com/com/L3?Area=L2_Science
Science Basic Skills and Games http://classroom.jc-schools.net/basic/science.html
More Science Resources
PowerPoint Resources
Grade 6-12 Science Interactive Resources
Tuesday, July 03, 2007
Monday, June 11, 2007
The Theories
ACT* (J. Anderson)
Adult Learning Theory (P. Cross)
Algo-Heuristic Theory (L. Landa)
Andragogy (M. Knowles)
Anchored Instruction (J. Bransford & the CTGV)
Aptitude-Treatment Interaction (L. Cronbach & R. Snow)
Attribution Theory (B. Weiner)
Cognitive Dissonance Theory (L. Festinger)
Cognitive Flexibility Theory (R. Spiro)
Cognitive Load Theory (J. Sweller)
Component Display Theory (M.D. Merrill)
Conditions of Learning (R. Gagne)
Connectionism (E. Thorndike)
Constructivist Theory (J. Bruner)
Contiguity Theory (E. Guthrie)
Conversation Theory (G. Pask)
Criterion Referenced Instruction (R. Mager)
Double Loop Learning (C. Argyris)
Drive Reduction Theory (C. Hull)
Dual Coding Theory (A. Paivio)
Elaboration Theory (C. Reigeluth)
Experiential Learning (C. Rogers)
Functional Context Theory (T. Sticht)
Genetic Epistemology (J. Piaget)
Gestalt Theory (M. Wertheimer)
GOMS (Card, Moran & Newell)
GPS (A. Newell & H. Simon)
Information Pickup Theory (J.J. Gibson)
Information Processing Theory (G.A. Miller)
Lateral Thinking (E. DeBono)
Levels of Processing (Craik & Lockhart)
Mathematical Learning Theory (R.C. Atkinson)
Mathematical Problem Solving (A. Schoenfeld)
Minimalism (J. M. Carroll)
Model Centered Instruction and Design Layering (A.Gibbons)
Modes of Learning (D. Rumelhart & D. Norman)
Multiple Intelligences (H. Gardner)
Operant Conditioning (B.F. Skinner)
Originality (I. Maltzman)
Phenomenonography (F. Marton & N. Entwistle)
Repair Theory (K. VanLehn)
Script Theory (R. Schank)
Sign Theory (E. Tolman)
Situated Learning (J. Lave)
Soar (A. Newell et al.)
Social Development (L. Vygotsky)
Social Learning Theory (A. Bandura)
Stimulus Sampling Theory (W. Estes)
Structural Learning Theory (J. Scandura)
Structure of Intellect (J. Guilford)
Subsumption Theory (D. Ausubel)
Symbol Systems (G. Salomon)
Triarchic Theory (R. Sternberg)
[ INTRO ] [ CONCEPTS ] [ DOMAINS ]
ACT* (J. Anderson)
Adult Learning Theory (P. Cross)
Algo-Heuristic Theory (L. Landa)
Andragogy (M. Knowles)
Anchored Instruction (J. Bransford & the CTGV)
Aptitude-Treatment Interaction (L. Cronbach & R. Snow)
Attribution Theory (B. Weiner)
Cognitive Dissonance Theory (L. Festinger)
Cognitive Flexibility Theory (R. Spiro)
Cognitive Load Theory (J. Sweller)
Component Display Theory (M.D. Merrill)
Conditions of Learning (R. Gagne)
Connectionism (E. Thorndike)
Constructivist Theory (J. Bruner)
Contiguity Theory (E. Guthrie)
Conversation Theory (G. Pask)
Criterion Referenced Instruction (R. Mager)
Double Loop Learning (C. Argyris)
Drive Reduction Theory (C. Hull)
Dual Coding Theory (A. Paivio)
Elaboration Theory (C. Reigeluth)
Experiential Learning (C. Rogers)
Functional Context Theory (T. Sticht)
Genetic Epistemology (J. Piaget)
Gestalt Theory (M. Wertheimer)
GOMS (Card, Moran & Newell)
GPS (A. Newell & H. Simon)
Information Pickup Theory (J.J. Gibson)
Information Processing Theory (G.A. Miller)
Lateral Thinking (E. DeBono)
Levels of Processing (Craik & Lockhart)
Mathematical Learning Theory (R.C. Atkinson)
Mathematical Problem Solving (A. Schoenfeld)
Minimalism (J. M. Carroll)
Model Centered Instruction and Design Layering (A.Gibbons)
Modes of Learning (D. Rumelhart & D. Norman)
Multiple Intelligences (H. Gardner)
Operant Conditioning (B.F. Skinner)
Originality (I. Maltzman)
Phenomenonography (F. Marton & N. Entwistle)
Repair Theory (K. VanLehn)
Script Theory (R. Schank)
Sign Theory (E. Tolman)
Situated Learning (J. Lave)
Soar (A. Newell et al.)
Social Development (L. Vygotsky)
Social Learning Theory (A. Bandura)
Stimulus Sampling Theory (W. Estes)
Structural Learning Theory (J. Scandura)
Structure of Intellect (J. Guilford)
Subsumption Theory (D. Ausubel)
Symbol Systems (G. Salomon)
Triarchic Theory (R. Sternberg)
[ INTRO ] [ CONCEPTS ] [ DOMAINS ]
Thursday, June 07, 2007
Wednesday, June 06, 2007
Famous Scientists
Biographical Resources
http://www.asap.unimelb.edu.au/hstm/hstm_biographical.htm
Selected Scientists and Inventors on the Web
http://pegasus.cc.ucf.edu/~djones/science.htm
Eric's Treasure Trove of Scientific Biography http://www.astro.virginia.edu/~eww6n/bios/bios.html
Scientists -biographies
http://www.blupete.com/Literature/Biographies/Science/Scients.htm
The MacTutor History of Mathematics archive
http://www-groups.dcs.st-and.ac.uk/~history/index.html
The Faces of Science
http://WWW.lib.lsu.edu/lib/chem/display/faces.html#Past
4000 years of women in science
http://crux.astr.ua.edu/4000ws/4000WS.html
Scientific Quotes
http://www.bemorecreative.com/p-scien.h
Pictures of Famous Scienctists
http://www.th.physik.uni-frankfurt.de/~jr/portraits.html
Biographical Resources
http://www.asap.unimelb.edu.au/hstm/hstm_biographical.htm
Selected Scientists and Inventors on the Web
http://pegasus.cc.ucf.edu/~djones/science.htm
Eric's Treasure Trove of Scientific Biography http://www.astro.virginia.edu/~eww6n/bios/bios.html
Scientists -biographies
http://www.blupete.com/Literature/Biographies/Science/Scients.htm
The MacTutor History of Mathematics archive
http://www-groups.dcs.st-and.ac.uk/~history/index.html
The Faces of Science
http://WWW.lib.lsu.edu/lib/chem/display/faces.html#Past
4000 years of women in science
http://crux.astr.ua.edu/4000ws/4000WS.html
Scientific Quotes
http://www.bemorecreative.com/p-scien.h
Pictures of Famous Scienctists
http://www.th.physik.uni-frankfurt.de/~jr/portraits.html
20 January 2006
Famous Philippine Scientists
Here's a short list of famous Philippine scientists, their bios and what their contribution is. These Filipino scientists and their coleagues abound but aren't given the proper acknowledgement that they deserve. It's rare for a scientist in the Philippines to be famous outside the academic circle.Also, go check out the following. Remember the main link is at the bottom of this post. The ones here are just related links:
Link 1: Here's a more comprehensive list of Philippine Scientists, their field of specialization and the year they were honored with the title of National Scientist of the Philippines.
Link 2: Check this for a famous Philippine Physicist. I never did know until now that a Physicist from the Philippines had an integral part in the space program.
Link 3: Here's a link on famous Philippine inventions and it's inventors.
Link 4: This one has an additional list of Filipino Scientists.
Link 5: A fun quiz to find out more about Philippine Scientists and what they're famous for. Go check it out.Now, posted below is from the DOST site that was taken down. I pasted the whole thing for those who needed it can easily access it:
Filipinos have long been known for their resourcefulness and inventiveness – from the creation by Amado Flores of the now -ubiquitous fluorescent bulb to the invention of the popular board game Salpakan or Games of the Generals by Sofronio Pasola. The creativity and resourcefulness of the Filipino inventor knows no bounds.Here are some living Filipino inventors and their contributions to the march of science and technology in the Philippines and globally. Here are five of the many Filipino scientists and inventors affiliated with the National Academy of Science and Technology (NAST) who have put the Philippines on the scientific world map.
Gregorio Y. Zara, D.Sc. Physics — His important achievements include: the invention of the two-way television telephone, the discovery of electrical kinetic resistance known as the Zara effect, the invention of an airplane engine that runs on alcohol instead of aviation fuel and methods by which solar energy can be harnessed. Zara’s airplane engine was successfully tested in a test flight conducted at the Manila International Airport (now the Ninoy Aquino International Airport) on Sept. 30, 1954. For having completed over 40 research papers and making 20 outstanding contributions to science, Zara received many awards, including the Presidential Diploma of Merit. He was conferred the Distinguished Service Medal in 1959 for his pioneering works ands achievements in solar energy research, aeronautics and television. Zara was also given the Presidential Gold Medal and Diploma of Honor for Science and research in 1966;
the Cultural Heritage Award for Science Education and Aero Engineering in 1966.Magdalena C. Cantoria, Ph.D., Botany — With an extensive education in the fields of pharmacy and botany and degrees in these same fields gathered both here and in the United States, Cantoria focused her research efforts on the morphology, physiology and biochemistry of drug plants. She has done basic studies on the pharmacognosy of agar, rauwolfia, datura, mint and Piper species. For her research paper on the morphology and anatomy of rauwolfia vomitoria Afz., Cantoria received the Edwin Leigh Newcomb Award in pharmacognosy given by the American Foundation for Pharmaceutical Education in 1954. She again received this award in 1962 for her research work on the growth and development of Daturia strasmodium L. She is also the recipient of the Phi Sigma awards for marked distinction in biology in in 1951 and was proclaimed the Most Outstanding Phi Sigman in 1977.
Paulo C. Campos, MD is noted for his work in nuclear medicine. As a health scientist, Campos authored and co-authored 75 scientific publications, some of which have won awards. Three of his works, titled Observation of Some Parameter of Insulin Action, Cr-51 Tagged Red Cell Studies and The Genetic Factor in Endemic Goiter, have won the first prize in Research Award. For his achievements in the field of medical research, Campos was named conferred the Gregorio Y Zara award as an outstanding scientist by the Philippine Association for the Advancement of Science (PAAS). He was credited for establishing the first known radioisotope laboratory in the country and the first research laboratory of the University of the Philippines Medicine Department. He also established the Thyroid Clinic of the UP-PGH.
Pedro B. Escuro, Ph.D. Genetics and Plant Breeding — As a scientist Escuro has made significant contributions to rice breeding as plant breeder Professor extension worker and consultant in agricultural projects. He provided leadership in the development, isolation and release of nine Seed Board rice varieties: Milpal 4, HBD-2, Azmil 26 and C-22 (upland) and C-18, C4-63, C4-137, C-168 and C-12 (lowland). Escuro has 18 honors and awards to his name, including two Presidential awards – the Presidential Plaque of Merit for outstanding accomplishments in rice improvement (1967) and the Rizal Pro Patria award for his outstanding contribution to rice breeding and genetics. He also received the University of the Philippines Distinguished Professorial award in agriculture (1973) and D. Sc. honoris causa in 1974, and the 1974 Ayala award in agricultural science.
Jose N. Rodriguez, MD Leprology — He is a renowned Filipino leprologist and researcher who has devoted 53 years of his life to the control of leprosy in the country. As one of the few pioneers in the early fight against leprosy worldwide, Rodriguez proposed a leprosy control program which was adopted by the Philippines and other Asian countries. He has written many scientific articles on leprosy which have been published in various medical journals all over the world and which are considered classic texts in leprosy research. In recognition of his untiring struggle to control and eradicate leprosy in the Philippines, he is the recipient of many honors and awards, including the 1974 Damien Dutton Award.
Source: NAST, The First Decade National Academy of Scienc and Technology, DOST
Famous Philippine Scientists
Here's a short list of famous Philippine scientists, their bios and what their contribution is. These Filipino scientists and their coleagues abound but aren't given the proper acknowledgement that they deserve. It's rare for a scientist in the Philippines to be famous outside the academic circle.Also, go check out the following. Remember the main link is at the bottom of this post. The ones here are just related links:
Link 1: Here's a more comprehensive list of Philippine Scientists, their field of specialization and the year they were honored with the title of National Scientist of the Philippines.
Link 2: Check this for a famous Philippine Physicist. I never did know until now that a Physicist from the Philippines had an integral part in the space program.
Link 3: Here's a link on famous Philippine inventions and it's inventors.
Link 4: This one has an additional list of Filipino Scientists.
Link 5: A fun quiz to find out more about Philippine Scientists and what they're famous for. Go check it out.Now, posted below is from the DOST site that was taken down. I pasted the whole thing for those who needed it can easily access it:
Filipinos have long been known for their resourcefulness and inventiveness – from the creation by Amado Flores of the now -ubiquitous fluorescent bulb to the invention of the popular board game Salpakan or Games of the Generals by Sofronio Pasola. The creativity and resourcefulness of the Filipino inventor knows no bounds.Here are some living Filipino inventors and their contributions to the march of science and technology in the Philippines and globally. Here are five of the many Filipino scientists and inventors affiliated with the National Academy of Science and Technology (NAST) who have put the Philippines on the scientific world map.
Gregorio Y. Zara, D.Sc. Physics — His important achievements include: the invention of the two-way television telephone, the discovery of electrical kinetic resistance known as the Zara effect, the invention of an airplane engine that runs on alcohol instead of aviation fuel and methods by which solar energy can be harnessed. Zara’s airplane engine was successfully tested in a test flight conducted at the Manila International Airport (now the Ninoy Aquino International Airport) on Sept. 30, 1954. For having completed over 40 research papers and making 20 outstanding contributions to science, Zara received many awards, including the Presidential Diploma of Merit. He was conferred the Distinguished Service Medal in 1959 for his pioneering works ands achievements in solar energy research, aeronautics and television. Zara was also given the Presidential Gold Medal and Diploma of Honor for Science and research in 1966;
the Cultural Heritage Award for Science Education and Aero Engineering in 1966.Magdalena C. Cantoria, Ph.D., Botany — With an extensive education in the fields of pharmacy and botany and degrees in these same fields gathered both here and in the United States, Cantoria focused her research efforts on the morphology, physiology and biochemistry of drug plants. She has done basic studies on the pharmacognosy of agar, rauwolfia, datura, mint and Piper species. For her research paper on the morphology and anatomy of rauwolfia vomitoria Afz., Cantoria received the Edwin Leigh Newcomb Award in pharmacognosy given by the American Foundation for Pharmaceutical Education in 1954. She again received this award in 1962 for her research work on the growth and development of Daturia strasmodium L. She is also the recipient of the Phi Sigma awards for marked distinction in biology in in 1951 and was proclaimed the Most Outstanding Phi Sigman in 1977.
Paulo C. Campos, MD is noted for his work in nuclear medicine. As a health scientist, Campos authored and co-authored 75 scientific publications, some of which have won awards. Three of his works, titled Observation of Some Parameter of Insulin Action, Cr-51 Tagged Red Cell Studies and The Genetic Factor in Endemic Goiter, have won the first prize in Research Award. For his achievements in the field of medical research, Campos was named conferred the Gregorio Y Zara award as an outstanding scientist by the Philippine Association for the Advancement of Science (PAAS). He was credited for establishing the first known radioisotope laboratory in the country and the first research laboratory of the University of the Philippines Medicine Department. He also established the Thyroid Clinic of the UP-PGH.
Pedro B. Escuro, Ph.D. Genetics and Plant Breeding — As a scientist Escuro has made significant contributions to rice breeding as plant breeder Professor extension worker and consultant in agricultural projects. He provided leadership in the development, isolation and release of nine Seed Board rice varieties: Milpal 4, HBD-2, Azmil 26 and C-22 (upland) and C-18, C4-63, C4-137, C-168 and C-12 (lowland). Escuro has 18 honors and awards to his name, including two Presidential awards – the Presidential Plaque of Merit for outstanding accomplishments in rice improvement (1967) and the Rizal Pro Patria award for his outstanding contribution to rice breeding and genetics. He also received the University of the Philippines Distinguished Professorial award in agriculture (1973) and D. Sc. honoris causa in 1974, and the 1974 Ayala award in agricultural science.
Jose N. Rodriguez, MD Leprology — He is a renowned Filipino leprologist and researcher who has devoted 53 years of his life to the control of leprosy in the country. As one of the few pioneers in the early fight against leprosy worldwide, Rodriguez proposed a leprosy control program which was adopted by the Philippines and other Asian countries. He has written many scientific articles on leprosy which have been published in various medical journals all over the world and which are considered classic texts in leprosy research. In recognition of his untiring struggle to control and eradicate leprosy in the Philippines, he is the recipient of many honors and awards, including the 1974 Damien Dutton Award.
Source: NAST, The First Decade National Academy of Scienc and Technology, DOST
Thursday, May 03, 2007
The day is fast approaching and according to the holy scripture, everything has its own season, if there is a beginning theres an end, I was so blessed to join the SMART mentors program, it was my first time to join a training like this and I see myself us an individual who still needs the professional growth in line with Information, Communication and Technology (ICT), I just pray that God will grant what I plan for my students and to my school as well. The mind tools that I've learned are now my weapons for the next battle.....ngb
Tuesday, May 01, 2007
May 2, 2007, Topic was Laying Foundation and Conflict Management, We are also given several activities to internalized the topic, the blocks in communication was also givrn emphasis like accuse, admonish, diminish, distract, give solution, judge, moralize, punish and sympathize. This tool is really useful in the part of SMART mentors. It was a wonderful dicsussion with the speakers, Thanks God for the big day......ngb
May 1, 2007, We have a very healthy discussions on the topic called Technology of Participation (TOP), this is basic group facilitation methods manual, one of the sub topics that is hard to forget is the acroname ORID, where O -stands for Objective, R- for Reflective, I-is Interpretative and D- for Decisional. The speaker maam Happy Balesteros stresses on the role of the facilitator in the different conferences, conflict managent and resolving issues in a certain organization, it has several components like Personal, Physical, Journey and Style that needs to be considered by a facilitator, In the afternoon, we are trained how to construct specific questions in ORID, after wards we decided to come up with Assessment of mentees in the implementation of Information, Communication and Technology (ICT)- Learning Activity (LA)s and other Mind Tools, the session was realistic because we come up in a finish product which is useful to the next SMART mentors. Thanks God for chance to see the light once again, life is challenging.
NORVEN
NORVEN
Monday, April 30, 2007
Today is April 30, 2007, We have a healthy discussion regarding the different theories of learning particularly the Behabiorism, Cognitivism and Constructivism the three theories has different style wherre the knowledge reside or dwell, from the Behaviorist point of view the knowledge were acquired from "outside", the Cognitivism is "inside" while the constructivism is based on experienced of the individual or the learner. We are given the time to research in the net then after wards we are divided into small groups and we discuss the answers to the given questions. In the afternoon we are given the time to finish our activity or hands-on every after the lecture, it was tasky but very chalenging endeavor. Thanks God for the day with a bang!
Sunday, April 29, 2007
Sunday April 29, 2007, We have an insigthful experience with Sir Rene in team building, I did not visit my blog beacause we dont have computer at Lima Hotel, anyway I find the activities important in dealing with my peers in the school, to my administrators, and above all to my students, we must think always that there is really what we call human intervention, that opposes or block the idea or projects that is to be implemented, this can be solved by exchanging ideas to solved the said conflict.
Saturday, April 28, 2007
The day was over and I found out that its the time who is my number one enemy in this training, the time frame is really a problem because it is constant and its hard for us to accomplished assignments with a very short period of time, but i learn alot of relevant things in line with ICT. Thanks God for the constant love. Amen
Friday, April 27, 2007
The day was over and thanks God for giving me the strength/energy to participate in today’s discussion, the topic is all about Authentic Assessment and so the lecturer was really authentic-what I mean is real because of her expertise in the said topic, it was great which includes the bargaining of Ideas, comments, critiquing of the outputs presented and a lot more activities in line with ICT,I almost vomit and feel tired but I need to step up and pursue the plan, a plan to learn more and share it to my students the moment I will return to my own station, I take this opportunity positively because we need to accept our shortcomings in the classroom and believes that there is always a room for improvements.
Below are some of the discussed topics regarding Authentic Assessment
Authentic Assessment
How well do multiple-choice tests really evaluate student understanding and achievement? Many educators believe that there is a more effective assessment alternative. These teachers use testing strategies that do not focus entirely on recalling facts. Instead, they ask students to demonstrate skills and concepts they have learned. This strategy is called authentic assessment.
What is authentic assessment? Authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words, students learn how to apply their skills to authentic tasks and projects. Authentic assessment does not encourage rote learning and passive test-taking. Instead, it focuses on students' analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills. It values the learning process as much as the finished product.
In authentic assessment, students:
do science experiments
conduct social-science research
write stories and reports
read and interpret literature
solve math problems that have real-world applications
Why might I use authentic assessment methods in my classroom?Many teachers are dissatisfied with only using traditional testing methods. They believe these methods do not test many skills and abilities students need to be successful. These educators assert that students must be prepared to do more than memorize information and use algorithms to solve simple problems. They believe students should practice higher-order thinking skills, and criticize tests they feel do not measure these skills.
How can I use authentic assessment in my classroom?Authentic assessment utilizes performance samples – learning activities that encourage students to use higher-order thinking skills. There are five major types of performance samples:1. Performance AssessmentPerformance assessments test students' ability to use skills in a variety of authentic contexts. They frequently require students to work collaboratively and to apply skills and concepts to solve complex problems. Short- and long-term tasks include such activities as:
writing, revising, and presenting a report to the class
conducting a week-long science experiment and analyzing the results
working with a team to prepare a position in a classroom debate
2. Short InvestigationsThere are many teachers use short investigations to assess how well students have mastered basic concepts and skills. Most short investigations begin with a stimulus, like a math problem, political cartoon, map, or excerpt from a primary source. The teacher may ask students to interpret, describe, calculate, explain, or predict. These investigations may use enhanced multiple-choice questions. Or they may use concept mapping, a technique that assesses how well students understand relationships among concepts 3. Open-Response QuestionsOpen-response questions, like short investigations, present students with a stimulus and ask them to respond. Responses include:
a brief written or oral answer
a mathematical solution
a drawing
a diagram, chart, or graph
4. PortfoliosA portfolio documents learning over time. This long-term perspective accounts for student improvement and teaches students the value of self-assessment, editing, and revision. A student portfolio can include:
journal entries and reflective writing
peer reviews
artwork, diagrams, charts, and graphs
group reports
student notes and outlines
rough drafts and polished writing
5. Self-AssessmentSelf-assessment requires students to evaluate their own participation, process, and products. Evaluative questions are the basic tools of self-assessment. Students give written or oral responses to questions like:
What was the most difficult part of this project for you?
What do you think you should do next?
If you could do this task again, what would you do differently?
What did you learn from this project?
Many teachers find that authentic assessment is most successful when students know what teachers expect. For this reason, teachers should always clearly define standards and expectations. Educators often use rubrics, or established sets of criteria, to assess student work.
Because authentic assessment emphasizes process and performance, it encourages students to practice critical-thinking skills and to get excited about the things they are learning. Try it in your classroom!
Below are some of the discussed topics regarding Authentic Assessment
Authentic Assessment
How well do multiple-choice tests really evaluate student understanding and achievement? Many educators believe that there is a more effective assessment alternative. These teachers use testing strategies that do not focus entirely on recalling facts. Instead, they ask students to demonstrate skills and concepts they have learned. This strategy is called authentic assessment.
What is authentic assessment? Authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words, students learn how to apply their skills to authentic tasks and projects. Authentic assessment does not encourage rote learning and passive test-taking. Instead, it focuses on students' analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills. It values the learning process as much as the finished product.
In authentic assessment, students:
do science experiments
conduct social-science research
write stories and reports
read and interpret literature
solve math problems that have real-world applications
Why might I use authentic assessment methods in my classroom?Many teachers are dissatisfied with only using traditional testing methods. They believe these methods do not test many skills and abilities students need to be successful. These educators assert that students must be prepared to do more than memorize information and use algorithms to solve simple problems. They believe students should practice higher-order thinking skills, and criticize tests they feel do not measure these skills.
How can I use authentic assessment in my classroom?Authentic assessment utilizes performance samples – learning activities that encourage students to use higher-order thinking skills. There are five major types of performance samples:1. Performance AssessmentPerformance assessments test students' ability to use skills in a variety of authentic contexts. They frequently require students to work collaboratively and to apply skills and concepts to solve complex problems. Short- and long-term tasks include such activities as:
writing, revising, and presenting a report to the class
conducting a week-long science experiment and analyzing the results
working with a team to prepare a position in a classroom debate
2. Short InvestigationsThere are many teachers use short investigations to assess how well students have mastered basic concepts and skills. Most short investigations begin with a stimulus, like a math problem, political cartoon, map, or excerpt from a primary source. The teacher may ask students to interpret, describe, calculate, explain, or predict. These investigations may use enhanced multiple-choice questions. Or they may use concept mapping, a technique that assesses how well students understand relationships among concepts 3. Open-Response QuestionsOpen-response questions, like short investigations, present students with a stimulus and ask them to respond. Responses include:
a brief written or oral answer
a mathematical solution
a drawing
a diagram, chart, or graph
4. PortfoliosA portfolio documents learning over time. This long-term perspective accounts for student improvement and teaches students the value of self-assessment, editing, and revision. A student portfolio can include:
journal entries and reflective writing
peer reviews
artwork, diagrams, charts, and graphs
group reports
student notes and outlines
rough drafts and polished writing
5. Self-AssessmentSelf-assessment requires students to evaluate their own participation, process, and products. Evaluative questions are the basic tools of self-assessment. Students give written or oral responses to questions like:
What was the most difficult part of this project for you?
What do you think you should do next?
If you could do this task again, what would you do differently?
What did you learn from this project?
Many teachers find that authentic assessment is most successful when students know what teachers expect. For this reason, teachers should always clearly define standards and expectations. Educators often use rubrics, or established sets of criteria, to assess student work.
Because authentic assessment emphasizes process and performance, it encourages students to practice critical-thinking skills and to get excited about the things they are learning. Try it in your classroom!
Thursday, April 26, 2007
Its my second day in the SMARTMENTORS TRAINING, and I found out that I need to learn and if not master the different tools that was introduced to us, namely the Problem Base Learning-a kind of learning strategy that gives a real life setuation in the part of the students, and reduce the burden in the part of a teacher.
In the morning we have a lecture on the Problem Base Learning (PBL), after a series of talk, the class was divided into a small group, there was five members in the group and the activity given is all about the TITANIC, it was a good example which is applicable to Math, Science, English and other subject area. The learning that I cannot forget is how to place picture as a background in a webquest.
Our group presented our outputs and we are the first presentor, our group was cohesive or cooperative in accomplishing the assigned task mention in the given webquest, in the afternoon, we are told to create our own webquest based on the given procedures/steps that needs to follow. I was transfered to another group because we are six in the group where I was in, I did agree to be assigned in the other group and I was mixed in the group were they decided to prepare a webquest in Social Studies subject, It was very challenging for me because Im using English as my medium in teaching teaching Science I. I would like to thank my Boss who is a Jewish King -Jesus Christ for giving me the energy and the courage to enjoy life, work with my co-mentors, exchange ideas, and finish the assing task with a bang!
Amen
In the morning we have a lecture on the Problem Base Learning (PBL), after a series of talk, the class was divided into a small group, there was five members in the group and the activity given is all about the TITANIC, it was a good example which is applicable to Math, Science, English and other subject area. The learning that I cannot forget is how to place picture as a background in a webquest.
Our group presented our outputs and we are the first presentor, our group was cohesive or cooperative in accomplishing the assigned task mention in the given webquest, in the afternoon, we are told to create our own webquest based on the given procedures/steps that needs to follow. I was transfered to another group because we are six in the group where I was in, I did agree to be assigned in the other group and I was mixed in the group were they decided to prepare a webquest in Social Studies subject, It was very challenging for me because Im using English as my medium in teaching teaching Science I. I would like to thank my Boss who is a Jewish King -Jesus Christ for giving me the energy and the courage to enjoy life, work with my co-mentors, exchange ideas, and finish the assing task with a bang!
Amen
Wednesday, April 25, 2007
Thanks God for another day to live, The nine (9) to ten (10) hours each meeting is full of challenge yet very enjoyable, little bit pressured, we have done volumenous of tasks for the day, starting with ICT integration in the diferent subject areas it allows the mentors to formulate and produced a learning competencies with the use of ICT, we are divided according to our subject taught, and I was assigned in High School Science I with my co- mentors, part of our group activity is to produce our own outputs regarding this lecture.
Another activity was the IM and the YM, the telemeeting which is very relevant in bargaining ideas to break the walls in the four corners-the classrooms. It is more much better that the other mind tool becuase you can see directly the results.
But the way I see it we need more time to become expert to this wonderfull endeavor.
ngb
Another activity was the IM and the YM, the telemeeting which is very relevant in bargaining ideas to break the walls in the four corners-the classrooms. It is more much better that the other mind tool becuase you can see directly the results.
But the way I see it we need more time to become expert to this wonderfull endeavor.
ngb
Tuesday, April 24, 2007
Plate Tectonics: Theory, Diagrams & Boundaries
Definition:A theory that the Earth outer shell consists of a series of rigid plates known as the lithosphere. These plates move in response to convection currents within the mantle. The interactions of the plates at their boundaries yield earthquakes, volcanic activity, ocean trenches, island chains, mountain ranges and other features.
Plate Tectonics Resources:Listed below are websites and pages where you can learn more about plate tectonics.
Interactive Plate Tectonics Map:
Explore plate tectonics through satellite photos and maps on an interactive website. Zoom in on the volcanoes, islands, faults, lakes, mountains and more that reveal divergent, convergent and transform plate boundaries.
USGS - Ring of Fire, Plate Tectonics, Sea-Floor Spreading... and more:
This website delves into plate tectonics, sea-floor spreading, subduction zones, as well as hot spots. This website offers a complete description of each topic and how they all interact with each other. Every aspect of each topic is discussed fully and is very easy to follow. This website not only hits these topics on the surface of the discussion, it gives real examples of these events that are happening in day-to-day life.
NASA - On The Move: Continental Drift and Plate Tectonics:
Have you ever questioned the theory of plate tectonics? This website will clear up your questions with a detailed explanation of supporting evidence that has been gathered from the continents. This information is useful for proving this theory. This website also explains how investigations into plate tectonics are still conducted today along with the importance plate tectonics have created to mankind. There is an interactive map, a glossary, a few games, and even a quiz with this website so you can test your knowledge and improve what you do not know.
USGS - This Dynamic Earth: The Story of Plate Tectonics:
W. Jacquelyne Kious and Robert I. Tilling are the authors of this website on plate tectonics. This website offers a complete explanation for plate tectonics. It has a wide range of material including: diagrams on the historical perspective of the Earth’s surface which has been changing with each time period, it explains Wegener's theory of plate tectonics and lists the four major scientific developments that helped propel this theory,------ (1) demonstration of the ruggedness and youth of the ocean floor; (2) confirmation of repeated reversals of the Earth magnetic field in the geologic past; (3) emergence of the seafloor-spreading hypothesis and associated recycling of oceanic crust; and (4) precise documentation that the world's earthquake and volcanic activity is concentrated along oceanic trenches and submarine mountain ranges------, illustrations of the four types of plate boundaries and explanations for each boundary, a good explanation for what drives the plates with helpful diagrams is used, and the effects that this has on people are included in this website.
University of California Berkeley - Plate Tectonics: The History of an Idea:
This website offers a complete explanation of Alfred Wegener’s proposition of plate tectonics. There is a also a timeline that allows you to click on the subdivisions and learn more about the stratigraphy, ancient life, and localities for that time period. One great feature to this website is the animations it has. The animations include the break up of Pangaea, subduction zones, construction of Pangaea for each time period, etc. This website has a globe that allows you to view continental positions for certain time periods. A good overview of the mechanisms to plate tectonics is also explained in detail on this website. Ranging from the crustal plates, to the ocean floors, to the convection currents, this website offers a great deal of explanation.
Christopher Scotese - The Paleomap Project:
This website offers a great deal of information by using animations and illustrations. Christopher R Scotese has created a website to show the Earth's history with animations and illustrations that allow a visualization of the movement of the plates. There is a wonderful timeline that is clickable and gives the climate for that time period. This website allows a virtual tour back 1100 million years.
Donald Blanchard: The ABC's of Plate Tectonics:
This website explains the formation of Pangaea from the first collisions to the final stages and leftover pieces. There is an explanation into plate tectonics that is for the beginning level. This explanation leads up to a greater understanding for the 4 different lessons they have: Buoyancy and Floating Continents, Sedimentation and Continental Growth, Continental collisions, and the Mechanisms of Plate Tectonics. This website gives general information so that the theory of plate tectonics can be understood better.
USGS - Earthquakes and Plate Tectonics:
This site by the United States Geological Survey explains the connection between earthquakes and plate tectonics. Provide are maps of the world with plate boundaries along with explanations of four types of seismic zones: 1) shallow earthquake zones associated with mid-ocean ridge divergent boundaries; 2) shallow focus transform boundaries such as the San Andreas fault zone; 3) subduction zones of deep earthquake activity such as convergent boundaries between oceanic and continental lithosphere; and, 4) intense zones of earthquake activity in mountain building zones such as the Himalayas and Alps.
Volcano World - Introduction to Plate Tectonics:
This site targets K-12 education and suggestions for teachers. Topics are presented with numerous simple diagrams. Topics include: earth's internal structure, evidences used to support the continental drift concept (jigsaw puzzle continent fit, fossils, rock sequences, glaciation. Also information on apparent polar wandering, problems with the continental drift theory, seafloor spreading, seafloor magnetics, subduction, birth of the plate tectonics concept, lithospheric plates, types of plate motion and types of plate boundaries.
Definition:A theory that the Earth outer shell consists of a series of rigid plates known as the lithosphere. These plates move in response to convection currents within the mantle. The interactions of the plates at their boundaries yield earthquakes, volcanic activity, ocean trenches, island chains, mountain ranges and other features.
Plate Tectonics Resources:Listed below are websites and pages where you can learn more about plate tectonics.
Interactive Plate Tectonics Map:
Explore plate tectonics through satellite photos and maps on an interactive website. Zoom in on the volcanoes, islands, faults, lakes, mountains and more that reveal divergent, convergent and transform plate boundaries.
USGS - Ring of Fire, Plate Tectonics, Sea-Floor Spreading... and more:
This website delves into plate tectonics, sea-floor spreading, subduction zones, as well as hot spots. This website offers a complete description of each topic and how they all interact with each other. Every aspect of each topic is discussed fully and is very easy to follow. This website not only hits these topics on the surface of the discussion, it gives real examples of these events that are happening in day-to-day life.
NASA - On The Move: Continental Drift and Plate Tectonics:
Have you ever questioned the theory of plate tectonics? This website will clear up your questions with a detailed explanation of supporting evidence that has been gathered from the continents. This information is useful for proving this theory. This website also explains how investigations into plate tectonics are still conducted today along with the importance plate tectonics have created to mankind. There is an interactive map, a glossary, a few games, and even a quiz with this website so you can test your knowledge and improve what you do not know.
USGS - This Dynamic Earth: The Story of Plate Tectonics:
W. Jacquelyne Kious and Robert I. Tilling are the authors of this website on plate tectonics. This website offers a complete explanation for plate tectonics. It has a wide range of material including: diagrams on the historical perspective of the Earth’s surface which has been changing with each time period, it explains Wegener's theory of plate tectonics and lists the four major scientific developments that helped propel this theory,------ (1) demonstration of the ruggedness and youth of the ocean floor; (2) confirmation of repeated reversals of the Earth magnetic field in the geologic past; (3) emergence of the seafloor-spreading hypothesis and associated recycling of oceanic crust; and (4) precise documentation that the world's earthquake and volcanic activity is concentrated along oceanic trenches and submarine mountain ranges------, illustrations of the four types of plate boundaries and explanations for each boundary, a good explanation for what drives the plates with helpful diagrams is used, and the effects that this has on people are included in this website.
University of California Berkeley - Plate Tectonics: The History of an Idea:
This website offers a complete explanation of Alfred Wegener’s proposition of plate tectonics. There is a also a timeline that allows you to click on the subdivisions and learn more about the stratigraphy, ancient life, and localities for that time period. One great feature to this website is the animations it has. The animations include the break up of Pangaea, subduction zones, construction of Pangaea for each time period, etc. This website has a globe that allows you to view continental positions for certain time periods. A good overview of the mechanisms to plate tectonics is also explained in detail on this website. Ranging from the crustal plates, to the ocean floors, to the convection currents, this website offers a great deal of explanation.
Christopher Scotese - The Paleomap Project:
This website offers a great deal of information by using animations and illustrations. Christopher R Scotese has created a website to show the Earth's history with animations and illustrations that allow a visualization of the movement of the plates. There is a wonderful timeline that is clickable and gives the climate for that time period. This website allows a virtual tour back 1100 million years.
Donald Blanchard: The ABC's of Plate Tectonics:
This website explains the formation of Pangaea from the first collisions to the final stages and leftover pieces. There is an explanation into plate tectonics that is for the beginning level. This explanation leads up to a greater understanding for the 4 different lessons they have: Buoyancy and Floating Continents, Sedimentation and Continental Growth, Continental collisions, and the Mechanisms of Plate Tectonics. This website gives general information so that the theory of plate tectonics can be understood better.
USGS - Earthquakes and Plate Tectonics:
This site by the United States Geological Survey explains the connection between earthquakes and plate tectonics. Provide are maps of the world with plate boundaries along with explanations of four types of seismic zones: 1) shallow earthquake zones associated with mid-ocean ridge divergent boundaries; 2) shallow focus transform boundaries such as the San Andreas fault zone; 3) subduction zones of deep earthquake activity such as convergent boundaries between oceanic and continental lithosphere; and, 4) intense zones of earthquake activity in mountain building zones such as the Himalayas and Alps.
Volcano World - Introduction to Plate Tectonics:
This site targets K-12 education and suggestions for teachers. Topics are presented with numerous simple diagrams. Topics include: earth's internal structure, evidences used to support the continental drift concept (jigsaw puzzle continent fit, fossils, rock sequences, glaciation. Also information on apparent polar wandering, problems with the continental drift theory, seafloor spreading, seafloor magnetics, subduction, birth of the plate tectonics concept, lithospheric plates, types of plate motion and types of plate boundaries.
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