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This mock trial curriculum is intended to help high school students learn about the law and the legal system. The curriculum is divided into the following sections: Statement of the Case, Stipulations, Legal Authorities, Witness Statements/Narrative Report (Prosecution Witnesses; Defense Witnesses), and Exhibits (Statement of Miranda Rights; Front Cover of Playbill from "The Smoking Gun"; Diagram of Crime Scene; Norton High Conduct Report; Note from Detention Study Hall; Information). (BT)

This book provides an overview of the creative problem-solving process and exercises to put the process the work. The illustrated, reproducible pages guide students through each step of the problem-solving process by using evaluation grids to track their ideas, solutions, and plans. The activities can be used in a variety of ways including for the whole class, in a learning center, as take home work, for display materials for generating student interest and motivation, or as warm-up activities for problem-solving competitions. (EH)

The title of this book is an acronym that serves to describe the mental activity the games of the book are intended to bring about. Each of the seven letters in "scamper" is the initial letter for the word phrases making up the checklist used to create the Scamper games. Sections of the book include: (1) "Scampering with the Experts--Thinking and Feeling Processes"; (2) "Shouldn't Everybody Scamper? (Scamper Techniques)"; (3) "How to Scamper"; (4) "Directions for Playing Scamper Games"; and (5) "Scamper Games." Contains appendices and 30 references. (EH)

This book, designed for grades 2-8, teaches students the creative problem-solving (CPS) method. Each step in the process is outlined in detail and is illustrated with 30 reproducible classroom activities. The levels of the problem-solving approach addressed in the book include: (1) "Sensing Problems and Challenges"; (2) "Fact Finding"; (3) "Problem Finding"; (4) "Idea Finding"; (5) "Solution Finding"; and (6) "Acceptance Finding." A description and overview of each level precede student activity sheets and acquaint the teacher with the particular processes involved. Contains 43 references. (EH)

This book is a sequel to the book "Scamper" by the same author and builds upon the ideas of imagination development introduced in the first book. SCAMPER is an acronym with each of the seven letters serving as the initial letter or word phrases that form an idea-spurring checklist. The checklist provokes children's minds and spurs the production of ideas with open-ended questions to run the scale of possibilities in search of creative ideas that may lead to the solution of problems. The table of contents includes: (1) "Why Scamper On?"; (2) "What's in the Word Scamper?"; (3) "Scamper Checklist"; (4) "Instruction for Scamper On Game Leaders"; and (5) "Scamper On Games." Contains appendices and 20 references. (EH)

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Icing of surfaces is commonplace in nature and technology, affecting everyday life and sometimes causing catastrophic events. Understanding (and counteracting) surface icing brings with it significant scientific challenges that requires interdisciplinary knowledge from diverse scientific fields such as nucleation thermodynamics and heat transfer, fluid dynamics, surface chemistry, and surface nanoengineering. Here we discuss key aspects and findings related to the physics of ice formation on surfaces and show how such knowledge could be employed to rationally develop surfaces with extreme resistance to icing (extraordinary icephobicity). Although superhydrophobic surfaces with micro-, nano-, or (often biomimetic) hierarchical roughnesses have shown in laboratory settings (under certain conditions) excellent repellency and low adhesion to water down to temperatures near or below the freezing point, extreme icephobicity necessitates additional important functionalities. Other approaches, such as lubricant-impregnated surfaces, exhibit both advantages and serious limitations with respect to icing. In all, a clear path toward passive surfaces with extreme resistance to ice formation remains a challenge, but it is one well worth undertaking. Equally important to potential applications is scalable surface manufacturing and the ability of icephobic surfaces to perform reliably and sustainably outside the laboratory under adverse conditions. Surfaces should possess mechanical and chemical stability, and they should be thermally resilient. Such issues and related research directions are also addressed in this article.

The superhydrophobic behavior of nano-and microtextured surfaces leading to rebound of impacting droplets is of great relevance to nature and technology. It is not clear however, if and under what conditions this behavior is maintained when such surfaces are severely undercooled possibly leading to the formation of frost and icing. Here we elucidate key aspects of this phenomenon and show that the outcome of rebound or impalement on a textured surface is affected by air compression underneath the impacting drop and the time scale allowing this air to escape. Remarkably, drop impalement occurred at identical impact velocities, both at room and at very low temperatures (-30 C) and featured a ringlike liquid meniscus penetration into the surface texture with an entrapped air bubble in the middle. At low temperatures, the drop contact time and receding dynamics of hierarchical surfaces were profoundly influenced by both an increase in the liquid viscosity due to cooling and a partial meniscus penetration into the texture. For hierarchical surfaces with the same solid fraction in their roughness, minimizing the gap between the asperities (both at micro-and nanoscales) yielded the largest resistance to millimetric drop impalement. The best performing surface impressively showed rebound at-30 C for drop impact velocity of 2.6 m/s. © 2013 American Chemical Society.