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Live Long and Prosper: And Remember You Are Responsible
Book Chapter |
Today's society is quite litigious, and many people place blame on instructors for factors well beyond the instructors' control. This chapter shares tips on how professionals can "Live Long and Prosper" by protecting…
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Communities of Learners: Promoting Science for Every Citizen
Book Chapter |
This chapter looks at ways to accommodate diverse needs and goals—not only to make a program safer but also to help everyone involved achieve the goals that brought them to the community college campus. A number of…
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Where Science Happens: Equip Your Lab for Safety
Book Chapter |
Many college buildings are aging and with increases in enrollment, some administrators are forced to use stopgap scheduling or emergency housing. This chapter discusses space and equipment, while highlighting the…
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Finders Keepers: Essentials of Safer Storage
Book Chapter |
More than any other community college instructional disciplines, laboratory sciences require safe and secure storage facilities. This includes storage within the classroom/lab, as well as dedicated storage areas…
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Lively Science: Living Organisms and More
Book Chapter |
Most life science laboratories are filled with chemicals and electronics. Observing and studying living organisms is critical to a strong program, but living organisms need to be maintained in a safe and educationally…
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Modern Alchemy: Safer Teaching With Chemistry
Book Chapter |
Today more students take chemistry at the secondary level than a decade ago, but community college instructors must not assume that these students come with the same knowledge and laboratory skills as students arriving…
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Falling for Science: Physics Phenoms
Book Chapter |
The knowledge and experience of students in "typical" introductory college physics is far more diverse than it once was. Instructors have to adjust teaching methods and safety instruction to ensure full and safe…
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The Great Outdoors: Field Studies Near and Far
Book Chapter |
With any outing—entire class or a few students—the difference between success and failure and between a safe, memorable learning experience and disaster is careful planning and preparation. This chapter includes tips…
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Science is Part of the Big Picture
Book Chapter |
By becoming active learners themselves, teachers recognize that science is part of the “big picture,” and they are able to link newly constructed ideas about active learning to other pedagogical initiatives. It is…
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How Do College Students Best Learn Science?
Book Chapter |
This paper is based on William Leonard’s “How Do College Students Learn Science? Chapter 1: Effective Teaching and Course Management for University and College Science Teachers,” edited by E. Siebert, M. Caprio, and C.…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ basic ideas about inheritance of genetic traits. The probe is designed to reveal the variety of ideas students have about how traits, such as fur color, are…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about the characteristic property of boiling point. The probe is used to find out whether students recognize that the temperature of a boiling liquid…
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Book Chapter |
The purpose of this assessment probe is to elicit students' ideas about dissolving. The probe is designed to find out what students think happens to sugar when it dissolves in water.
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Book Chapter |
The purpose of this assessment probe is to elicit students' ideas about food, transformation of matter, growth and development, conservation of mass, and systems. The concepts underlying this probe are complex. It is…
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Book Chapter |
The purpose of this assessment probe is to elicit students' ideas about biological adaptation. The probe is designed to find out if students think animals intentionally adapt to a change in their environment.
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