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Web Site

Shedding Light on Science

Supplement for Section I: This 8 minute video features a scientist explaining the concept of the speed of light to measure distances in the universe.

Bibliographic Citation: 
Harvard Smithsonian Digital Video Library Collection <http://www.hsdvl.org/video.php?record_serial=88&source=>

Seasons of the Year

This site can be used with Section I to help teachers build an understanding of the complex relationship between the motion and position of the earth, in relation to light from the sun, in order to understand the concept of seasons.

Bibliographic Citation: 
Dr. David Stearns, NASA Goddard Spaceflight Center (2004). Seasons of the Year (from Stargazers to Starships Web Site). <http://www-spof.gsfc.nasa.gov/stargaze/Sseason.htm>

Learning Physics with the Body

This comprehensive summary of children's force and motion conceptions can be used to supplement Sections II and IV. The article discusses methods of teaching used with younger children that help them learn force and motion ideas by experiencing phenomena with their bodies in the context of amusement park rides. The article provides information on the conceptual difficulties students have and common misconceptions.

Bibliographic Citation: 
Nilsson, P., Pendrill, A, and Petterssen, H. Learning Physics with the Body. <http://fy.chalmers.se/LISEBERG/eng/ioste04.htm>

K-8 Learning Progression for Matter and the Atomic-Molecular Theory

This supplement provides a research-based learning progression that describes a coherent sequence of core ideas about matter, including particulate matter. It can be used with CTS Sections II, III, IV, and V to explore how empirically-tested concepts/ideas that lead to an understanding of Atomic-Molecular Theory build over a K-8 sequence. In addition, the publication (which can be read on line) describes this particular learning progression, the core tenets of atomic molecular theory, and implications for classroom instruction on pages 226-249.

Bibliographic Citation: 
Appendix A: http://books.nap.edu/openbook.php?record_id=11625&page=360 In Duschl, R., Schweingruber, H., and Shouse, A., Eds. (2007). Taking Science to School. Washington DC. National Academy Press.

Inheritance and Dominance- Concept Cartoons

Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to the mechanism of inheritance and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.

Bibliographic Citation: 
Anderson, D. and Fisher, K. (2002). San Diego State University College of Sciences <http://www.biologylessons.sdsu.edu/cartoons/concepts.html>

Images of Atoms

This online article can be used with Section II and IV to examine the difficulties and misconceptions students have picturing atoms and molecules. The article discusses use of a "fuzzy ball" representation at the middle and high school level to help students develop more accurate conceptions of the structure of atoms and molecules. Alternative representations are reviewed and discussed for their potential to lead to misconceptions about atoms.

Bibliographic Citation: 
Wright, T. (2005) Images of Atoms Submitted to School Science Lessons, Queensland, Australia. To access complete article <http://www.uq.edu.au/_School_Science_Lessons/TWImagesatoms.html>

Design in the Classroom

This web site has collected movies of teachers using a variety of design activities with middle-school students. It provides sets of classroom-ready tasks, summaries of standards and relevant research, and interviews with teachers, students, engineers, designers and educational researchers. The site can be used with sections II and III.

Bibliographic Citation: 
Georgia Tech Research Corportation (2005). <http://www.cc.gatech.edu/projects/DITC/index.html>

Concept Cartoons- Variation

Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to variation and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.

Bibliographic Citation: 
Anderson, D. and Fisher, K. (2002). San Diego State University College of Sciences <http://www.biologylessons.sdsu.edu/cartoons/concepts.html>

Concept Cartoons- Selection

Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to natural selection and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.

Bibliographic Citation: 
Anderson, D. and Fisher, K. (2002). San Diego State University College of Sciences <http://www.biologylessons.sdsu.edu/cartoons/concepts.html>

Concept Cartoons- Evolution

Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to biological evolution and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.

Bibliographic Citation: 
Anderson, D. and Fisher, K. (2002). San Diego State University College of Sciences <http://www.biologylessons.sdsu.edu/cartoons/concepts.html>
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