As a “new science,” nanotechnology has brought many nanoscale-based applications to the forefront of society. This article describes one such application—a nanosensor that can precisely detect a variety of chemical stimuli in the environment—and presents the science behind it as an interdisciplinary science topic. This article also provides scenarios that can be used in the classroom to discuss the unique ethical concerns associated with nanosensors.
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The law of conservation of mass can be counterintuitive for most students because they often think the mass of a substance is related to its physical state. As a result, students may hold a number of alternative conceptions related to this concept, including, for example, the believe that gas has no mass, that solids have greater mass than fluids, or that matter (like salt) is destroyed when it dissolves (Driver et al. 1994). Given these issues, the authors developed a lesson that can be used by teachers to help students understand the law of conservation of mass and use it to make sense of new observations.
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The term science writer describes a range of careers. Some science writers author books. Others work for colleges, universities, or businesses and communicate research underway at those institutions. Some help scientists compose grant applications for research money or write newsletters to keep doctors up-to-date about important discoveries and new procedures. Tina Saey is a science journalist at Science News, where she unearths news about groundbreaking findings in science and shares the information with the public.
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Young people face a future filled with important issues that should be informed by science—such as climate change, genetic manipulation, and the management of pandemics. To meet these challenges, students need an understanding of scientific concepts and the ability to analyze the many claims they encounter through popular media. They must be able to make decisions based on evidence, ethical considerations, and reasoned judgment. When students learn how to more clearly think about and articulate their positions on socioscientific issues, they are better prepared to make decisions about scientific developments that affect their own lives and their broader communities.
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Contrary to what we often hear and teach, there is good news to be found on the environmental front. Environmental success stories show us not only that sustainability is possible, but also how people have made it happen. We can make these stories and their lessons accessible to students with help from the EcoTipping Points Project, which has collected environmental success stories from around the world.
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There are many important reasons for students to learn science. It prepares them, as the next generation of workers, for careers in the ever-expanding science, technology, engineering, and mathematics (STEM) fields. It also enables them to understand scientific articles in a newspaper, make informed decisions about public policy, evaluate claims made in the media, and talk to their doctors. The most compelling reason of all may be because science has important implications for human society and the future of our nation and planet.
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Labels such as “low-fat” and “trans-fat free” are seen on food products everywhere, and yet most of my students do not know what these terms really mean. Can you help me?
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This article presents suggestions for integrating the phenomenon of hurricanes into the teaching of high school fluid mechanics. Students come to understand core science concepts in the context of their impact upon both the environment and human populations. Suggestions for using information about hurricanes, particularly Hurricane Katrina, in a physics class are provided, as are examples of ways to modify standard physics problems.
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The “Earth Systems in Silence” activity is designed to help high school students make personal connections to the people and the science involved in natural disasters. It is used as a culminating project in a semester-long required course, open to 10th through 12th graders. It pulls together science concepts and social issues, illustrating the “why” of what is learned in the classroom throughout the semester.
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Using chemicals safely requires a number of things, including current inventory control, appropriate labeling and storage segregation, ongoing inspections, and more. How can a science teacher find the appropriate storage information? Read on. This month’s Safer Science column has the answers you seek.
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Discussions are important classroom tools—and those that focus on science in society have the potential to interest and engage students. However, a conversation can quickly veer out of control if expectations are not clearly set by the teacher and if the discussion is not structured appropriately. This article describes the use of Socratic Seminars, which provide a constructive format for discussion and help facilitate a spirit of shared inquiry among students as they discover meaning in a given text.
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In the June 2009 issue of Phi Delta Kappan, author Noah Feinstein argues that a discrepancy exists between society’s stated goal—that science education prepare all citizens for the future—and the reality, which is oriented toward creating a scientifically and technically skilled workforce. To Feinstein, everyday science is where science and society meet—much like this issue’s theme—and is philosophically centered on a science, technology, and society (STS) viewpoint. This month’s column provides a historical perspective on the extent to which social issues have been integrated into the typical science curricula.
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Every day we are confronted with issues of varying degrees of complexity and importance. Which bags are better for the environment—paper, plastic, or neither? What precautions should be taken to reduce the spread of the H1N1 virus? Are there risks involved in eating genetically modified fruits and vegetables? What impact will the use of alternative sources of energy have on global climate change? Questions such as these present unique opportunities to incorporate personal, societal, and global issues into the science curriculum. This article provides some helpful resources for planning and using this type of instruction in the classroom.
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