INTERNET RESOURCES for MATH AND SCIENCE EDUCATORS
(1) Bookmarks for Science and Math Resources on the Web: Develop a set of web
bookmarks for sites that are useful to you in the teaching your specialization within
mathematics or science.
• Paste your bookmarks as active links in the appropriate folders on the newgroup. In
the message section, include a brief description of the resource
• Include screen shots of your contributions to the newsgroup here.
http://www.innerbody.com/htm/body.html
Human anatomy online: skeletal, nervous, cardiovascular, muscular,
digestive, etc.
http://www.anatomy.tv/default.aspx
Detailed 3D model of the Human Anatomy, models can be rotated and
layers of anatomy added or removed.
http://www.getbodysmart.com/
Learn About the Human Body Using Interactive "Flash" Animations.
http://www.recipecalc.com/
Analyze your recipes, meals, or daily intake for nutritional value. It
calculates calories, calories from fat, and percent of calories from fat, fat
grams, saturated fat, cholesterol, carbohydrates, fiber, sodium, and protein.
http://www.download.com/NutriGenie-Optimal-Nutrition/3000-2129_410145926.html?tag=lst-0-6
NutriGenie Optimal Nutrition 7.5:
Analyze your nutrition and compare various diets.
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(2) Science and Math Software on the Internet. Download mathematics and science
software directly onto your disk. Eject your disk before attempting to run any of the
software. Re-insert the disk and allow the virus checking program to scan it for
viruses.
• Paste your bookmarks as active links in the appropriate folders on the newgroup. In
the message section, include a brief description of the software
• Include screen shots of your contributions to the newsgroup here.
Math Assistant 1.0
http://www.download.com/Math-Assistant/3000-2053_4-10117787.html?tag=lst-0-5
Solve linear or quadratic equations, perform regression line computation,
perform date calculations, add or subtract very large integers, calculate
Roman numerals, solve triangles.
Math Compass 6.1
http://www.download.com/Math-Compass/3003-2053_4-10280017.html?tag=lst-0-9
test addition, subtraction, multiplication, and division skills with Math
Compass. You can set levels of difficulty and the particular operation (or
random operations) to practice. In practice mode, you solve equations and
are rewarded with a picture when you get them right. The correct answer
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appears when you get them wrong. Game mode consists of three singleplayer and one dual-player drills.
Chem. Lab 2.4: Model Science Software
http://www.download.com/ChemLab/3000-2054_4-10391429.html?tag=lst-0-10
Incorporates both an interactive simulation and a lab notebook workspace
with separate areas for theory, procedures and student observations.
Commonly used lab equipment and procedures are used to simulate the
steps involved in performing an experiment.
(3) Science & Math Lesson Plans and State Content Standards: (a) Identify one of the
California State Content Standards that you wish to teach in your math or science
class. Paste the standard in the space below. (b) On the Internet, find a set of math
or science lesson plans that you can be used to teach to this standard. Paste the
lesson plans below with a brief description of how they may be used to meet the
standards.
√ http://www.cde.ca.gov/be/st/ss/scbiology.asp
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Students know the functions of the nervous system and the role of
neurons in transmitting electrochemical impulses.
Lesson Plan #1:
http://faculty.washington.edu/ch udler/chmodel.html
Compare and Contrast
For grades K-12
What better model of the brain than a REAL BRAIN!! Try to get
"loaner" brains (human and animal) from your local university (try
medical schools, Departments of Biology, Zoology, Psychology).
Some animal supply companies also sell brains (see the Resource
Page). You may be able to find cow or pig brains at the
supermarket or local butcher.
Try to get a "Brain Atlas" or look at some pictures of the brains
here at Neuroscience for Kids or visit the Mammalian Brain
Collection at the University of Wisconsin. This will aid the
identification of brain structures.
Make sure you wear gloves when handling any specimens. Also be
aware that some brains may be perserved with formaldehyde
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solutions, which have an unpleasant odor and also should be
handled with care.
After you have collected all the specimens:
Compare and Discuss:
1.
What are the similarities and differences between the brains?
2.
What are their relative sizes?
3.
Identify areas of the brain. Cortex? Cerebellum? Cranial
nerves?
4.
Are their noticeable differences in any particular parts of the
brains?
5.
Is the cortex smooth or rough?
6.
Compare placement of the cerebellum and spinal cord.
7.
Compare size of olfactory bulb.
8.
Compare size of cerebral cortex.
9.
Discuss brain weight vs. body weight issues.
10. Discuss brain size and intelligence.
11. Discuss language and brain size.
12. Discuss cortical expansion in higher species.
Use a long knife (for LAB USE ONLY!) to make a midsaggital cut
(a cut right down the middle, the long way from front to back) to
split the brain in half if you want to see internal structures (and if
the brains belong to you). Identify and compare internal brain
structures using the brain atlases. Some areas of the brain that
should be easy to identify are the:
*
*
*
*
*
*
*
Corpus callosum
Thalamus
Pons
Inferior and superior colliculus
Cingulate cortex
Medulla
Cerebellum
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Try making some sections of the brain. These can be coronal
(frontal) sections (across the brain, side to side) to see other brain
structures not visible along the midline. Identify and compare what
you see.
Materials:
*
A brain
*
A long knife (this should only be used inside the lab)
*
Trays (to hold brain specimens)
*
Gloves (for handling specimens)
*
Masks if the odor is strong
*
Brain atlas
*
Pointing devices (popsicle stick, probe, toothpick) to identify
structures
Lesson Plan #2:
Baked Brains/Baked Neurons
For grades K-12
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Baked brains and neurons may look and smell tasty, but don't eat
them. Mix flour and salt in a large bowl. Add water and mix. The
mixture should start to stick together. If the mixture is too crumbly,
add a little more water.
Spread a little flour on a countertop or cutting board. Work the
mixture into a ball and knead it on the countertop or cutting board.
When the mixture can be molded, take pieces and shape them into
brains or neurons.
Place the finished brains and neurons on an ungreased cookie
sheet. Bake in the oven at 350o for 10-15 minutes. The brains and
neurons will turn slightly brown, but don't let them burn. Let the
brains and neurons cool, then paint them.
CAUTION: Be extremely careful using the oven. The cookie
sheet and baked items can get VERY hot. Adult supervision is
required!
Materials:
*
*
*
*
*
Flour (1 cup)
Salt (1/4 cup)
Water (1/3 to 1/2 cup)
Oven for baking
Paints
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Having a discussion in groups, comparing and contrasting along with the
hands on experience will help students to increase their retention and make
learning about the CNS more interesting.
(4) Science & Math Video Resources: Obtain a science or mathematics video and
download the accompanying teacher or student study guide. Conduct a lesson in
your class using a portion and accompanying study guide. Describe how you
integrated the study guide and video clips in your lesson.
Inflatable Lungs Demonstration
http://www.sciencekit.com/category.asp_Q_c_E_434915
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In a Health class I can show this inflatable lungs demonstration video.
Students can see and learn how a lung works by inflating and deflating it
with a pump. The Simulated Smoker's Lungs show the effects of prolonged
smoking.
(5) Literature Search: Use an electronic library resource such as ERIC to locate articles
that deal with the teaching of a specific concept in your discipline (for example,
"ecology is too broad", while "greenhouse effect" is sufficiently specific. (A)
Identify the concept, and (b) include a printout of the abstracts of THREE or more
articles.
Cardiovascular Conditioning:
Cardioenergetics. An Essential Part of the Physical
Education Instructional Program.
ERIC #:
ED186383
Publication 1979-00-00
Date:
Author:
N/A
Publication Guides Type:
Classroom Teacher
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Journal/Source N/A
Name:
Journal
Citation:
N/A
Peer Reviewed:
Descriptors:
Cardiovascular System; Exercise; Health Education; Heart Rate;
Learning Activities; Physical Education; Physical Fitness;
Physiology; Preventive Medicine; Secondary Education
Abstract:
This guide for the development of a secondary school physical
fitness and heart disease intervention program promotes the
concept of good health through a cross disciplinary approach to
preventive medicine. The fundamental functions of the heart and
factors that affect its efficiency are discussed, and exercises for
improving cardiovascular functioning are presented, as well as
outlines of sample ...
2. Effects of Aerobic Dance on Physical Work Capacity,
Cardiovascular Function and Body Composition of
Middle-Age Women.
ERIC #:
EJ325952
Publication 1985-00-00
Date:
Abstract:
Author:
Journal/Source
Peer
Descriptors:
Reviewed: Research
Dowdy,
Publication v56
Journal
Journal
n3 p227Name:
Adults;
This
study
Aerobics;
proposed
Body
Deborah
Quarterly
toWeight;
determine
B.;
for
Cardiovascular
the
Type:
Citation:
effects ofSystem;
aerobics
Articles;
33
Sep
Exercise
on
1985
Physiology;
physical
work
Females;
capacity,
And
Exercise
Heart
cardiovascular
Others
Rate;
and Muscular
function
Strength
and
Reports
body composition of 28 women
Sport aged 25 to 44 years. Measurements
Research
taken after a conditioning program showed significant changes
in work capacity and cardiovascular function for the
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conditioned group but no change in body composition.
(Author/MT)
Abstract:
This study proposed to determine the effects of aerobics on
physical work capacity, cardiovascular function and body
composition of 28 women aged 25 to 44 years. Measurements
taken after a conditioning program showed significant changes
in work capacity and cardiovascular function for the
conditioned group but no change in body composition.
(Author/MT)
1. The Effects of Cardiovascular Conditioning on Stress
Levels of Law Enforcement Cadets: Politics, Law and
Economics of Higher Education.
ERIC #:
ED370500 Publication 1994-03-00
Date:
Abstract:
Author:
Journal/Source
Peer
Descriptors:
Reviewed: N/A
Van
Publication N/A
Journal
Dissertations/Theses
Name:
Cardiovascular
The
entry level System;
cardiovascular
Dusen,
Institutes
condition
Type:
Citation:
(Training
test
Programs);
scores
- Practicum
of 45
Law
Papers
cadets
Enforcement;
at
the Criminal
Outcomes
Justice
Frederick
Training
of Treatment;
Institute
Physical
(Florida)
Fitness;
were Police;
compared
Policetest
with
Education;
scores after
Postsecondary
the cadets participated
Education; Program
in a 15-week
Implementation;
conditioning
program.
Stress The
Management
test consisted of running, push-ups
and sit-ups, and bench and leg presses. The conditioning program
was designed to increase cardiovascular endurance and reduce
stress, and ultima...
http://www.eric.ed.gov/
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Abstract:
The entry level cardiovascular condition test scores of 45 cadets
at the Criminal Justice Training Institute (Florida) were compared
with test scores after the cadets participated in a 15-week
conditioning program. The test consisted of running, push-ups
and sit-ups, and bench and leg presses. The conditioning program
was designed to increase cardiovascular endurance and reduce
stress, and ultima...
http://www.eric.ed.gov/
(6) Professional Associations: Find TWO of the following
• Obtain information on the next local meeting of a prominent professional
organization in your discipline (NSTA, NABT, NCTM, etc.)
• Requirements for certification by your professional organization, California, or
another state
• Guidelines for manuscript submission to your professional organization's journal.
NASTA: http://www.nsta.org/169
NSTA in Anaheim, April 6-9, 2006!
http://www.nsta.org/index.html
Manuscript presentation
•
Your manuscript should not exceed 2,000 words. Longer manuscripts
may be returned for revision without being reviewed.
•
Include a 50-word abstract of your article.
•
SI (metric) units should be used throughout the article.
•
Tables, graphs, and charts should be appropriately labeled.
•
Bibliographies and resource lists should be alphabetized and limited
to current, readily available items.
How to submit
Manuscripts should be submitted electronically through our website at
authors.nsta.org. Once at the site, follow the steps for New Author
Registration. To submit your manuscript, you will first need to save it as a
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Word document in PC format. Please choose a file name based on the title or
content of your manuscript, not on the author’s name or school, and do not
include a cover sheet as part of the file.
All graphics should be scanned and embedded in the document. When
embedding a document, please only use low-resolution files (72 dpi). If we
decide to use the images in print, we will contact you to obtain highresolution (300 dpi) versions of the files, or hard copies of the graphics that
we can scan in at high resolution. If you are unable to embed your graphics,
you can submit hard copies by mail to the address below.
If you have any problems using our website to submit a manuscript, you
may email a copy to mrc@nsta.org directly or submit a copy by mail. If you
send your manuscript by mail, please include a hard copy on disk. Send your
materials to:
The Science Teacher
Manuscript Review Coordinator
1840 Wilson Blvd.
Arlington, VA 22201-3000
NABT: http://www.nabt.org/sup/publications/guidelines.asp
Manuscript Selection Criteria
1. Information in the manuscript must be useful to biology
teachers at the elementary/ middle school, high school, or
introductory college levels.
2. The manuscript must contain original material that has not been
published elsewhere.
3. The manuscript should be organized logically and coherently;
the writing style should be clear.
4. Illustrations, such as photographs, line drawings, graphs, and
tables, should be included with any manuscript to which they
add clarity or increase reader interest. See Preparing Figure
Artwork.
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5. Limit manuscripts to 4,000 words (or 16 typewritten, doublespaced pages), including references and excluding illustrations.
We usually prefer short, concisely written articles.
6. Format specifications should be followed carefully (see below).
7. Manuscripts should align with the National Science Education
Standards and their focus on inquiry-based learning.
Format
•
•
•
•
•
•
The title of your manuscript should be a descriptive but concise
invitation to read further.
A good introductory paragraph captures the reader’s attention (and
that of the manuscript reviewers as well). Your introduction should
highlight the major points you intend to make in subsequent
paragraphs. Please include a 50-word abstract of your article for our
Web site listing.
Not all articles in ABT contain subheads, but it is helpful to include
them in any manuscript longer than five pages. Whether or not your
subheads are used, they will be helpful to you, to our reviewers, and to
our editorial staff in evaluating the organization of materials. Like
titles, subheads act as labels and as invitations to read further.
For the text body of the manuscript, do not use tabs or another type of
formatting, other than proper capitalization and punctuation, and
italics. For more information, see Manuscript Requirements below.
Most articles need formal conclusions. The context of this section will
depend on the topic of the article. In many cases, suggestions for
implementing ideas are more useful than summaries.
List references in alphabetical order at the end of your article on a
separate page. References must be complete and in ABT style. The
following examples illustrate ABT’s style format:
2006 NABT Professional Development Conference and
Exhibition
Albuquerque Convention Center
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Albuquerque, New Mexico
October 11-14, 2006
http://www.nabt.org/sup/conferences/
(7) Preparing Students Standardized Math and Science Tests: Locate any TWO of
the following. Specify the (a) resource you found, (b) the URL, and (c) a screen shot of a
sample question.
Advanced Placement Exams in Chemistry, Physics, Environmental Science, Calculus,
or Computer Science.
• National Olympiad Exams in Chemistry, Mathematics, Biology, or Physics
• Professional Exams: GRE, SSAT or Praxis questions in Mathematics or any of the
Sciences
GRE:
•
http://www.800score.com/gre-download.html
It uses the same computer adaptation system as the real test.
•
•
Academic Decathlon questions in Math or Science
Scholastic Aptitude Test (SAT), Stanford Achievement Test, or Iowa Test Questions
in Math or Science
SAT:
http://www.allthetests.com/sat/sample_qs/rm_sample_qs/rm1.shtml
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35 out of the 60 math questions on the SAT are Regular Math, so doing well
on this question type is essential for a good score on the quantitative section of the
SAT.
The math tested on the SAT mainly consists of junior and senior high school level
arithmetic, algebra and geometry.
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(8) Locating Resources for Teaching Mathematics or Science: Locate any FOUR of
the following. For each, specify the (a) resource you found, (b) the URL, (c) a brief
description of the resource and its value, and (d) a sample screen shot of the resource.
• Mathematics Timeline:
http://jwilson.coe.uga.edu/emt668/emt668.student.folders/Hix/EMT635/Timeline.html
http://jwilson.coe.uga.edu/emt668/emt668.student.folders/Hix/EMT635/Events.timeline.h
tml
Shows the evolution of the subject areas -- geometry and algebra; the other
shows an integration of these with world events.
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•
•
•
•
•
Multicultural Resources: Mathematicians or Scientists of various ethnicities and
cultures
TI-CBL Calculator-based laboratory experiments in physics, chemistry, biology or
geoscience.
A sample program for the TI graphing calculator
• Dynamic Periodic Table of the Elements:
http://www.webelements.com/
A source of chemistry information on the WWW relating to the periodic
table.
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• Clip Art for science or mathematics:
Classroom Clipart: Science Clip Art, Illustrations and Photographs
http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=Science/Anatomy
Students can click on the different anatomy parts and increase learning by having an
interactive learning experience.
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•
•
Chemical calculator (yields, percent composition, etc.)
MSDS (Material Safety Data Sheet) for metallic sodium
• High School Laboratory safety regulations
http://www.shawneelink.net/~thefarm/Central/SafetyAgreement.html
This ensures that a safe and healthful environment is maintained when
following laboratory courses.
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•
List of Root words for your discipline
(9) Acquiring Equipment for Teaching Mathematics or Science: Locate TWO of the
following and specify the (a) resource you found, (b) the URL, (c) a brief description of
the resource, and (d) a sample screen shot of the resource.
•
•
Source of free materials (posters, videos, etc.) for teaching your subject
Determine the cost of a piece of laboratory or teaching equipment you need from a
on-line vendor such as Fisher, Carolina, Flinn, Delta, Pasco, Edmund etc.
(10) Identifying Enrichment Opportunities: Locate TWO of the following and specify
the (a) resource you found, (b) the URL, (c) a brief description of the resource, and (d) a
sample screen shot of the resource.
•
•
•
Sample research ideas for a secondary school science or math fair.
Obtain a list of rules for science/math fair entries
Obtain information on a local, statewide or national math or
science competition (
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National Science Bowl:
(LINK ----->National Science Bowl for High School Students)
The National Science Bowl® is a prestigious educational event and
academic competition among teams of high school students who attend
science and technology seminars, design, build and race hydrogen fuel cell
model cars, and compete in a verbal forum to solve technical problems and
answer questions in all branches of science and mathematics.
•
•
College Scholarships for students who excel in your subject
Special Competitions for students who excel in your subject
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•
Summer Math/Science Programs
(e.g. Johns Hopkins programs for
the gifted, California Museum of Science and Industry programs, etc.)
http://www.usc.edu/dept/admissions/programs/summer/
Science seminars for middle schools boys, science camps for middles school
girls, science camp for high schools girls, and exploration of architecture.
(11) Obtaining Recent Information to Integrate Into Your Curriculum: Locate TWO
of the following and specify the (a) resource you found, (b) the URL, (c) a brief
description of the resource, and (d) a sample screen shot of the resource.
•
•
Locate a current event from an on-line newspaper or magazine that directly relates to
your curriculum.
Objectives for the upcoming Space Shuttle Launch
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•
•
The most recently discovered primer number (please print in exponential notation...
Don't print out the entire number!)
Total daylight hours (Sunrise to Sunset) for today as well as the total daylight hours at
the spring equinox, summer solstice, fall equinox, and winter solstice for Anchorage
AK, Seattle WA, Los Angeles CA.)
• A satellite photograph of a recent storm in North America
Hurricane Katrina Destruction Images, Photos, and Displays.
http://www.katrinadestruction.com/images/v/katrina/
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• A map illustrating the location of the most recent
earthquake in North America
http://earthquake.usgs.gov/recenteqsUS/Maps/US10/32.42.-125.-115.html
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•
(12) Develop a Lesson Plan that Uses the Web: Develop a lesson for students in one of
your classes that requires them to access three or more URLs. The lesson plan
should include:
• Major concepts
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•
•
•
•
Performance objectives (what will students be able to do when the lesson is
completed?)
Detailed handout that will lead students through the lesson
A listing of URLs that will be accessed
A sample of a completed lesson
Objectives:
(http://wps.aw.com/bc_martini_eap_3/0,7016,453935-,00.html)
Use the pull-down menu to select the letter, which labels the correct part of
the image
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Listing of URLs:
www.human-anatomy.net
www.jbpub.com
http://iws.ccccd.edu/mweis/A&P%20Basics/Lab/Basics%20Lab%20Exercis
es/lab_exercise_09_skeletal.htm
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(13) Finding & Mapping Field Trip Locations: Locate the address of a local science or
mathematics field trip destination using one of the online search engines. Generate a
street and/or topographic map of your field trip destination.
Address
California Science Center
Exposition Park
700 State Drive
Los Angeles, CA 90037
http://www.californiasciencecenter.org/GenInfo/ContactUs/ContactUs.php
(14) SED 646 Class Hypernews Discussion Group: Log on to news group created for
this class. Make your own significant contributions to the news group throughout the
semester. Please add only useful information or good questions.
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http://hyper.vcsun.org/HyperNews/nherr/get/sed646f05/12/27.html
(15) Subject Matter Newsgroup: Find and subscribe to a news group related to one of
the subjects you teach. (Examples: a newsgroup for Advanced Placement Biology
Teachers, or a newsgroup for those teaching integrated science).
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