Essential Science for Teachers: Physical Science
In-depth interviews with children that uncover their ideas about the topic at hand.,In this segment, the interviewer is trying to find out the student's idea about where water goes when it evaporates. The segment reveals the student does not understand that the evaporated water can exist in the air in the room. The segment also shows how the interviewer probes beyond the student's use of the term "evaporated" to find out what the student's conception of evaporation is.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment is useful in showing how the interviewer probes to find out more about the student's ideas about pangea by asking her to represent on a drawing where today's continents would have been as part of one large land mass an dif they woulkd have been seen as one or separate areas. He also provides a globe for her to use which is helpful in eliciting some ideas about similar types of animals found on differ
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,This segment is helpful in showing teachers a useful technique to elicit students' ideas. The interviewer uses a refutation by stating a comment about what some scientists believe and asks the student to describe what she would say to them to refute their claim.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Physical Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The segment shows the interviewer using phenomena to probe for the student's ideas about whether the mass would change when two solutions are mixed together. The clip is an example of a struggle the student is having using her own intuitive ideas about the size of the substances (smaller means less mass). The interviewer challenges the student's idea by having her make a prediction and then test it by finding the
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The video shows the student describing how rocks can come in many different sizes such as grains of sand and large boulders. The interviewer further probes to find out how the student thinks that something as small as a grain of sand can be a rock.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer wants to find out a student's ideas about how wind and rain can break rock. The student draws a picture of a mountain and the interviewer asks her to talk about it. This strategy helps teachers see how asking students to draw their ideas may bring out students' ideas.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer shows the student two different representations of mountains, one smooth and one jagged, and asks her to describe what she sees. As she describes a volcano, the interviewer probes to find out why she thinks it is a volcano, whether a volcano is a mountain, and how a volcano forms a mountain. The segment is an example of using a representation to encourage students to think about their ideas.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,In this segment the interviewer probes to find out if the student understands that there are different types of rocks and that their differences can be explained by the processes that formed them.
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Earth and Space Science
In-depth interviews with children that uncover their ideas about the topic at hand.,The interviewer appears to be finding out what the student already knows about rocks- what they are and how a rock can be described. The student's description is beyond the basic K-2 idea that rocks come in many sizes and shapes. She does provide ideas about color, and texture and that there are different kinds of rocks, matching the 3-5 essay that says students should "notice the variety of components" . This p
Author(s): Harvard-Smithsonian Center for Astrophysics

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Essential Science for Teachers: Physical Science: Session 2. The Particle Nature of Matter: Solids,
In-depth interviews with children that uncover their ideas about the topic at hand.,The student is asked to divide a piece of aluminum foil into the smallest piece possible. The interviewer continues to probe what would happen each time you make it smaller, specifically probing to find out if the smallest possible piece would still have the same properties as the whole and whether there would be a point where you couldn't divide it any more. It was evident that the interviewer was trying to prob
Author(s): Harvard-Smithsonian Center for Astrophysics

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Against All Odds-What Is Statistics?
What Is Statistics?  Using historical anecdotes and contemporary applications, this introduction to the series explores the vital links between statistics and our everyday world. The program also covers the evolution of the discipline.'


Due to licensing agreements, online viewing of the videos for this resource is restricted to network connections in the United States and Canada. <
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SP.713 Recreate Experiments from History: Inform the Future from the Past: Galileo (MIT)
2010 marks the 400th anniversary of Galileo's astonishing sightings of features on the moon, stars, and moons around Jupiter that no one had seen before. Recreate these new ways of seeing and exploring from the materials and techniques Galileo had on hand, while you reflect on the times and works of Galileo. What was it like to improvise new ways of seeing and exploring from the materials and techniques on hand? What do we notice? What surprises us? How can we relate to past experience and ideas
Author(s): Elizabeth Cavicchi

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

Residential street in Claremont
A street lined with palm trees, houses, and bungalow apartments. Mt. Baldy and foothills are in the background. On the left is a citrus tree and an agave plant.
Author(s): Cooper, Loyd (photographer)

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For more information on copyright or permissions for this image, please contact Honnold Mudd Library Special Collections at http://libraries.claremont.edu/sc

Covered jar
Lidded cylindrical stoneware container, on a foot, with a stencil design, and a figure (a cartoon-like alien figure in brown matte glaze) on the side. In brown stain and thick white engobe.
Author(s): Voulkos, Peter

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The contents of this item, including all images and text, are for personal, educational, and non-commercial use only. The contents of this item may not be reproduced in any form without the express pe

Pomona College class of 1905 men in sweaters
Sophomore men of the class of 1905 pose for a photograph outside in a pyramid formation on their hands and knees. All of the students are wearing matching sweaters with "1905" across the breast.
Author(s): Creator not set

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Kitten Was Hiding Under the Chair
In this video, a librarian recites a fingerplay about a kitten hiding under a chair, complete with hand motions. (:28)
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First Baptist Church of Los Angeles, exterior
Exterior of the First Baptist Church of Los Angeles at its original location at Sixth Street and Broadway, circa 1890s.
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De la lumière grâce au ciel (Vidéo)

L’eau pure et très peu conductrice : un circuit électrique dont deux conducteurs plongent dans un récipient d’eau ne permet pas le passage d’un courant et l’éclairage d’une lampe. En revanche, si on dissout du sel dans l’eau, la lampe s’éclaire rapidement.

http://phymain.unisciel.fr/de-la-lumiere-grace-au-sel/

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A Date Which Will Live in Infamy
This site shows the typewritten draft of the December 8, 1941, speech in which Franklin Roosevelt asked Congress to declare war on Japan. The draft shows Roosevelt's hand-written edits, including his change of the phrase a date which will live in world history to a date which will live in infamy. Students can also listen to the beginning of the speech.
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A Colonial Legacy in Miskito Turtle Knowledge (Nicaragua)
Over the past several decades the increasing prevalence of natural resource crises has led many ecologists to seek alternatives to Western resource use paradigms. Primary amongst these alternatives are systems guided by indigenous knowledge (IK). It is commonly presumed that these systems represent institutions uncorrupted by the exploitative hand of Western culture and state domination and therefore hold the key to rectifying the unsustainable behaviors of Western societies.
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