INTERNET RESOURCES for MATH AND SCIENCE EDUCATORS

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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_4-10145926.html?tag=lst-0-6

NutriGenie Optimal Nutrition 7.5:

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Internet Resources - 2

(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

single-player and one dual-single-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.

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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/chudler/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 350

o

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

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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

Date: 1979-00-00

Author: N/A Publication

Type: Guides - Classroom - Teacher

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Internet Resources - 10 Journal/Source Name: N/A 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

Date: 1985-00-00 Author: Dowdy, Deborah B.; And Others Publication Type: Journal Articles; Reports - Research Journal/Source Name: Research Quarterly for Exercise and Sport Journal Citation: v56 n3 p227-33 Sep 1985 Peer Reviewed: Descriptors:

Adults; Aerobics; Body Weight; Cardiovascular System; Exercise Physiology; Females; Heart Rate; Muscular Strength

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)

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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

Date: 1994-03-00 Author: Van Dusen, Frederick Publication Type: Dissertations/Theses - Practicum Papers Journal/Source Name: N/A Journal Citation: N/A Peer Reviewed: Descriptors:

Cardiovascular System; Institutes (Training Programs); Law Enforcement; Outcomes of Treatment; Physical Fitness; Police; Police Education; Postsecondary Education; Program

Implementation; Stress Management 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...

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Internet Resources - 12 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

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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

high-resolution (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

[email protected]

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,

double-spaced 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

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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

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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

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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.

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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.

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• A map illustrating the location of the most recent

earthquake in North America

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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:

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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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