Science is knowledge through observation and experimentation. It is facts of principles gained by systematic study. In order to participate in doing science, we must adhere to a "philosophy of science:" There is order to the universe, humans are able to comprehend this order, and scientists should be able to repeat experiments. There are two major kinds of science - empirical science and forensic science. However, science can't answer a lot of questions, and scientists often make mistakes.
Unit 1, Lesson 1.1 - Introduction to Sciencejudan1970
Unit 1, Lesson 1.1 - Introduction to Science
Lesson Outline:
1. What is Science?
2. Science as a Body of Knowledge
3. Science as a Product and a Process
4. Limits of Science
Unit 1, Lesson 1.1 - Introduction to Sciencejudan1970
Unit 1, Lesson 1.1 - Introduction to Science
Lesson Outline:
1. What is Science?
2. Science as a Body of Knowledge
3. Science as a Product and a Process
4. Limits of Science
Introduction to physics--Branches of Physics--Importance of physicsKhanSaif2
This presentation covers about physics, branches of physics and importance of physics in a very interactive manner. I hope this presentation will be helpful for teachers as well as students.
Astronomy is the oldest of the natural sciences, dating back to antiquity, with its origins in the religious, mythological, cosmological, calendrical, and astrological beliefs and practices of pre-history: vestiges of these are still found in astrology, a discipline long interwoven with public and governmental astronomy, and not completely disentangled from it until a few centuries ago in the Western World (see astrology and astronomy). In some cultures, astronomical data was used for astrological prognostication.
Ancient astronomers were able to differentiate between stars and planets, as stars remain relatively fixed over the centuries while planets will move an appreciable amount during a comparatively short time.
Introduction to physics--Branches of Physics--Importance of physicsKhanSaif2
This presentation covers about physics, branches of physics and importance of physics in a very interactive manner. I hope this presentation will be helpful for teachers as well as students.
Astronomy is the oldest of the natural sciences, dating back to antiquity, with its origins in the religious, mythological, cosmological, calendrical, and astrological beliefs and practices of pre-history: vestiges of these are still found in astrology, a discipline long interwoven with public and governmental astronomy, and not completely disentangled from it until a few centuries ago in the Western World (see astrology and astronomy). In some cultures, astronomical data was used for astrological prognostication.
Ancient astronomers were able to differentiate between stars and planets, as stars remain relatively fixed over the centuries while planets will move an appreciable amount during a comparatively short time.
Your
Genes,
Your
Choices:
by Catherine Baker
Exploring the
Issues Raised by
Genetic Research
5
Table of Contents
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter 1
Martin Needs Medical Treatment (or does he?) . . . . . . . . . .9
Chapter 2
Priya Should Find Out if She
Has Inherited a Fatal Disease (or should she?) . . . . . . . . . .14
Chapter 3
Howard’s Health Is Up to Him (or is it?) . . . . . . . . . . . . . . .26
Chapter 4
Carlos and Mollie Can Have a
Perfectly Healthy Baby (or can they?) . . . . . . . . . . . . . . . . . .35
Chapter 5
Donita Should Cooperate
with the Police (or should she?) . . . . . . . . . . . . . . . . . . . . . . . . . .45
Chapter 6
John and Elsa Will Profit from
Biotech Farming (or will they?) . . . . . . . . . . . . . . . . . . . . . . . . . .52
Chapter 7
Dr. Lu’s Patients Have the Right
to Be Tall (or do they?) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
Science+Literacy for Health
Human Genome Project Advisory Board . . . . . . . . . . . . . . . . . . . . .82
6
Acknowledgments
I am not a science writer by trade. In order to write this book, I first
had to study up on genetics and the issues involved. Then I had to try to
explain them in a way that other newcomers to the subject could
understand, without making terrible errors. It was a difficult task!
I am therefore indebted to the members of the AAAS Advisory Panel
(listed on page 82). At an all-day meeting in the spring of 1995, they
steered my away from my original outline toward the book you find
here. Many months later, several panel members provided very useful
reviews of the manuscript. For this, I would like to thank Ruth Allen,
Jeffrey Botkin, Ron Cole-Turner, Robert Cook-Deegan, and Joan Weiss.
From the AAAS, Mark Frankel, Jerry Bell, and Shirley Malcom provided
detailed critiques, as did Daniel Drell of the Department of Energy’s
Human Genome Program. Dr. Drell and Dr. Cook-Deegan are to be
thanked especially for their painstaking reviews of the second draft.
Finally, my colleague from the literacy field, Mike Fox, provided a
“plain-language” edit that seemed excessive when I first saw the pen
marks, but proved on the mark, as usual.
It should be noted that in addition to the publications cited in the
bibliography, the Washington Post’s coverage of this fast-changing topic
assisted my genetics education. I also looked at Science and Human
Genome News (which were useful when I could u.
Gregor Mendel's historic discovery and experiments.
How Punett Squares work
Explanation of the differences between chromosomes, genes, and alleles.
Definitions of vocabulary words.
DNA is a fantastic molecule. Its storage capacity outpaces today's best technology by lightyears. Show your students how it compares to computers today, teach your students its structure and how it replicates, and enjoy some fun facts along the way. Also, pause to ask yourself "How did DNA become like this?" Another great question to ask is "How do you get DNA without first having DNA?" This is a chicken or egg problem par excellence!
BT corn, insulin - scientists have harnessed DNA from bacteria and humans to make new organisms and products. This is a good slideshow presentation for middle school and high school.
Notes adapted from www.genome.gov for middle school or high school students. Life Science, biology, genetic engineering, cloning. Describes how Dolly the Sheep was cloned.
I made this slideshow for my honors 7th grade Life Science class. It's a work in progress. It's heavy on angiosperms, but needs more information about gymnosperms and seedless plants. 7th grade, anther, biology, cones, egg, fertilization, gymnosperm, life science, ovules, pistil, plant reproduction - angiosperms, pollen dispersal, pollen grain, pollen tube, pollination, science, stamen, stigma, style
prokaryotes vs eukaryotes, animal vs plant, cell organelles and their function (with detailed diagrams), protein synthesis and export. Great for honors middle school 7th grade, or 9th grade biology, life science
Mythbusters did a classic experiment - they tested the crazy idea that if you play music or voice recording to plants that they would grow bigger. This short slideshow breaks down the episode into the various steps of the scientific method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
What is Science?
1. @EducateCareers
What is a scientist?
If you’re interested in science there are lots of
jobs out there for you. Here you’ll be
presented with 10 science related jobs and
you must decide whether the job is real or
fake.
3. @EducateCareers
Firework Designer
Responsible for designing fireworks to ensure they
are safe and visually impressive
Real
Question 1
A firework designer must have
a good understanding of
explosives.
5. @EducateCareers
Space Psychologist
Responsible for ensuring astronauts are well
supported to deal with spending time in space
Real
Question 2
Going to space and back can
be quite a stressful
experience. Space
psychologists help astronauts
deal with the stress.
7. @EducateCareers
Snake Milker
Responsible for taking venom from a snake
Real
Question 3
Snake venom has many uses,
but it’s a dangerous job so a
great deal of training is
needed.
9. @EducateCareers
Science Chaser
Responsible for travelling the world to find scientific
phenomenon
Fake
Question 4
While some people do travel
the world in search of unusual
things, it’s not really a science
job.
17. @EducateCareers
Fermentation Scientist
An expert in fermentation, which is best know as a
process for making alcohol
Real
Question 8
The process of fermentation is
very scientific, not everyone
that makes alcohol is a
scientist though.
19. @EducateCareers
Lab Coat Tester
Ensures lab coats are protective
Fake
Question 9
Lab coats are tested to ensure
they are protective, but it’s
not a scientists job to do it.
21. @EducateCareers
Scientific TV Consultant
Advises TV shows on what they should do or say
Real
Question 10
Many TV shows have
employed scientists to help
advise them on what they
should say or do to make it
more realistic
23. WHICH QUESTIONS CAN
SCIENCE ANSWER?
1. How far away is the moon?
2. Why do I sneeze?
3. What chemicals clean the best?
4. What is true love?
5. Shakespeare wrote great plays.
6. Are diamonds are more beautiful
than rubies?
7. Are diamonds are harder than
steel?
8. What is consciousness?
9. What is right and what is wrong?
10.What is worth living for?
11. What is worth dying for?
12.What is the meaning of life?
13.What is the strength of concrete?
14.Where do I come from?
15.What gives my life meaning?
16. What is gravity?
17.What happens after I die?
18.What is light?
19. Why is Caillou so annoying?
20. How can farmers keep insects
from eating their crops?
24. ON THE VERY BACK PAGE OF
YOUR NOTEBOOK, WRITE
THIS QUICKSTART:
• Quickstart! 8/21
• Write down some questions science can answer.
• Write down some questions science can’t answer.
25. WHAT IS SCIENCE?
•It means means "to know”
•It’s knowledge gained through experience
•It’s an accumulated body of knowledge of
the physical world through observation or
experimentation.
•It’s facts or principles gained by systematic
study. For example: the law of gravity.
26. •There is order to the universe (if it works here,
then it should work over there).
•The human mind can understand this order.
•If conditions are the same, the results of any
study will be the same. (you should get the
same results if you do the same experiment as
another scientist).
THE ONLY WAY WE CAN DO SCIENCE
IS TO ASSUME THE FOLLOWING:
27. Empirical (operation) science:
• Studies the present
• Studies regularities
• Studies repeatable
• Re-creation possible
• Studies how things work
• Tested by repeatable experiment
• Asks how something operates
Forensic (origin) science:
• Studies the past
• Studies singularities
• Studies unrepeatable
• Re-creation impossible
• Studies how things began
• Tested by uniformity
• Asks how something began.
TWO KINDS
OF SCIENCE:
28. DIFFERENT QUESTIONS FOR DIFFERENT
SCIENCES:
Empirical (operation) science:
• How does rock erode?
• How does an engine work?
• How does ink adhere to paper?
• How does life function?
• How does the universe operate?
Forensic (origin) science:
• What’s the origin of Grand Canyon?
• What’s the origin of an engine?
• What’s the origin of a book?
• What’s the origin of life?
• What’s the origin of the universe?
29. GOOD SCIENTISTS EXHIBIT
THESE TRAITS:
• Curiosity
• An open mind
• They ask good questions
• Honesty
• Willingness to be wrong (even the best scientists make
mistakes occasionally)
• Skepticism (if the result seems too good to be true, then it
might be. Don’t get blinded by your desire for your theory
to be right).
30. YOUR TIMED EXERCISE:
• Did you feel rushed? (often, scientists work under time
constraints or feel pressure to produce exciting results, so
they can get university or government funding).
• Were some of you were given bad info by other students?
Sometimes this happens with scientists too.
• Did some of you follow the crowd and turn in your paper
early because other “scientists were too? Did you assume
they knew the right answer?
Editor's Notes
Make laminated cards with these questions – have students separate them on the tables.
Make laminated cards with these questions and have kids sort them out on their tables
