Search

This vocational physics individualized student instructional module on thermometers consists of the three units: Temperature and heat, expansion thermometers, and electrical thermometers. Designed with a laboratory orientation, experiments are included on linear expansion; making a bimetallic thermometer, a liquid-in-gas thermometer, and a gas thermometer; making, testing, and using thermocouples; comparing thermistors with ordinary materials, and calibrating a thermistor. Laboratory data sheets, illustrative drawings, review questions, student prerequisites, and objectives are also included in the module. (NJ)

This paper presents 19 solutions to problems within the school environment: (1) ventilation (e.g., keep the thermostat fan on whenever the room is occupied); (2) filters (e.g., get rid of 20 percent cheap filters); (3) clean the ductwork; (4) avoid car and bus fumes by keeping vehicles 50 feet from the building; (5) sewer vents (vents must terminate at least 10 feet from a powered fresh air intake); (6) furnace exhaust pipes (if the furnace vent or other vent is closer than 10 feet from a powered fresh air intake, it must extend at least 3 feet above the intake); (7) floor and roof traps; (8) unvented science labs (which can send fumes into classrooms); (9) cosmetology odors (when there is no lab hood for ventilation); (10) CO2 testing (e.g., CO2 builds up when there are several persons in a room over several hours with inadequate ventilation); (11) asthma and respiratory ailments (e.g., carpeting should not be in schools, and ductwork needs regular cleaning); (12) UV lights (which kill most organisms in the air that pass through the ductwork); (13) cold temperatures (an adequate thermometer is important); (14) increased complaints about cold when proper ventilation blows air into the room; (15) asbestos testing; (16) radon testing; (17) lead paint testing; (18) water quality; and (19) mold. (SM)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for temperate and mixed climates, for which various cities in California and Washington served as a models. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cool and humid climates, for which Boston, Massachusetts, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cold and humid climates, for which Minneapolis-St.Paul, Minnesota, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for hot and humid climates, for which Orlando, Florida, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for cool and dry climates, for which Denver, Colorado, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products.To effectively integrate energy-saving strategies, these options must be evaluatedtogether from a whole-building perspective early in the design process. A "highperformance checklist" for designers is located at the end of the document. Thechecklist is a quick reference for key architectural and engineering considerations.Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for temperate and humid climates, for which Atlanta, Georgia, served as a model city. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) (EV)

This paper presents three activities on how to analyze rates of change in real-life situations using TI-83 calculators and computer-based laboratories. Activities include 24 hour temperature data, the temperature of a light bulb, and an M&M toss. Each section contains descriptions of equipment/materials, data collection, and data analysis. The document ends with "Families of Functions" activities. (YDS)

Contrary to what many students think, heat flows from hot to cold. Working in groups of 3-4, students investigate the properties of insulators in attempts to keep a cup of water from freezing and, once it is frozen, to keep it from melting. This activity requires a 4.5-hour time period for completion. (Author/SOE)

In this activity, students design and create a LEGO (plastic building blocks) structure to house and protect a temperature sensor. The structure is left in a safe spot and the temperature is regularly checked and charted. This activity uses a time frame of 45 minutes. (Author/SOE)

In this activity, students test whether the color of a material affects how much heat it absorbs. An ice cube is placed in a box made of colored paper (one box per color; white, yellow, red, and black) which is then placed in the sun. Students predict which color will melt the ice cube first and record the order and time required for the ice cubes to melt. This activity can be done independently or in conjunction with both a math and/or science lesson. A discussion and journal-writing period can follow. For a more challenging activity, a discussion about solar energy can be included. This activity is designed uses a time frame of 60 minutes. (Author/SOE)

This teaching unit is designed to help students in grades 4-8 explore the concepts of algebra in the context of exploring the universe. The units in this series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each unit consists of a storyline presenting the context for the problems to be solved, lists of the mathematics and science concepts addressed, background notes for the teacher, a list of teacher resources, and an activity complete with blackline masters. Also included are suggestions for extensions to the problems and their relationship to national mathematics standards. The story line for this unit is students learning how algebra is used to explore the universe. (MM)

This paper describes a fictitious scene that could be used to support role-playing activities in the science classroom. The scripted scenes contain interviews with Gabriel Fahrenheit and Anders Celsius regarding the development of their temperature scales. Although the scenes are imagined, the scientific concepts are factual and could be used to teach some aspects of the history of science. (Contains 11 references.) (WRM)

This manual contains background information, lesson ideas, procedures, data collection and reporting forms, suggestions for interpreting results, and extension activities to complement a water quality field testing program. Information on testing water temperature, water pH, dissolved oxygen content, biochemical oxygen demand, nitrates, total dissolved solids and salinity, turbidity, and total coliform bacteria is also included. (WRM)

This teaching unit is designed to help students in grades 4-8 explore the concept of measurement in the context of the earth's atmosphere. The units in this series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each unit consists of a story line presenting the context for the problems to be solved, lists of the mathematics and science concepts addressed, background notes for the teacher, a list of teacher resources, and an activity complete with blackline masters. Also included are suggestions for extensions to the problems and their relationship to national mathematics standards. The storyline for this unit is students learning how scientists use satellites, lasers, optical detectors, and wavelengths of light to measure the presence of certain gaseous elements, compounds, and aerosols in the earth's atmosphere. (MM)

This curriculum guide was developed for use with public television's Nature series. The materials in the guide are designed to help students actively participate in the study and experience of nature. Students are encouraged to view the programs as a scientist would, observing natural phenomena and drawing conclusions. Each lesson in the Teacher's Resource Guide includes: (1) a "Program Overview" that presents background information and brief synopses of the program to be viewed; (2) "Objectives" that provide the teacher with measurement goals; (3) a "Before Viewing Activity" that familiarizes students with the subject and allows them to set purposes for viewing; (4) "Vocabulary" that features definitions of unfamiliar words used in each program; (5) "Discussion Questions" that help students assess the main points of the program; (6) "Suggested Reading" for students who may want to learn more about the topic; and (7) a "Naturalist's Guide" (student worksheet) to be duplicated and distributed to students. The programs highlighted in this guide focus on the powerful natural forces that change the earth and how these forces affect the vast variety of life forms covering the planet. Program titles include "In the Beginning,""Perpetual Motion,""Heavenly Partners,""Living Dangerously," and "Playing with Fire." (WRM)

This workbook for teaching a biology course is organized into three sections: (1) teacher guidelines; (2) suggested experiments; and (3) apparatus requirements and evaluation schemes. Some of the topics covered in the 30 biology experiments contained in this book include soil analysis, geotropism, bowfly larvae, germination, seed dispersal, flower structure, transpiration, energy in food, testing urine, testing for starch, enzyme reactions, and temperature regulation. Detailed safety and equipment instructions as well as worksheets are provided for each activity. (DDR)

This activity guide, developed to provide hands-on environmental education activities geared to Singletary Lake State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. In these activities students will have the opportunity to learn water quality testing methods, visit a bay lake and perform actual tests, and discover and test water sources at school. Major concepts included are: water quality, data collection, pH, water testing, animal adaptations, and geomorphology of a Carolina bay lake. Includes a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, and information about Singletary Lake State Park. (MKR)

This activity guide, developed to provide hands-on environmental education activities geared to Jones Lake State Park in North Carolina, is targeted for grades 6, 7, and 8 and meets curriculum objectives in the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. Major concepts included are: water quality, data collection, pH, animal adaptations, and geomorphology of a Carolina bay lake. Includes an introduction to the water cycle, a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, sources of information on water resources, and information about Jones Lake State Park and Carolina bays. (MKR)

Predicting weather conditions is a topic of interest for students who want to make plans for outside activities. This paper discusses the development of an inexpensive computer-interfaced classroom weather station using an Apple IIe computer that provides the viewer with up to the minute digital readings of inside and outside temperature, barometric pressure, humidity, precipitation, and daily high and low temperatures. Instructions describe methods for creating a working weather disk that contains the main computer program, calibration files, and several programs used to create and read data files for the weather factors being studied. Diagrams illustrate the configurations for the weather station, the wind vane, the shutter station, and the electrical circuitry of the computerized weather system. A supply list for the commercially made components and the BASIC programs of the system are provided. (MDH)

This teacher guide and student workbook set presents two learning activities, designed for fifth through ninth grade students, that concentrate on nutrients in the Great Lakes. In activity A, students simulate aquatic habitats using lake water and goldfish in glass jars and observe the effects of nutrient loading and nutrient limitation on aquatic life. In Activity B, students graph phosphate and nitrate inputs to Lake Erie following a storm. As prerequisite to these activities, students should know how to use a microscope, be able to draw line graphs, and be familiar with the concept of nutrients. When students have completed these activities, they should be able to: (1) describe the characteristics of oligotrophic and eutrophic lakes, (2) explain the effects of nutrient loading on lake habitats, (3) define nutrients as a limiting factor in lake habitats, (4) list sources of nutrient inputs to Lake Erie, and (5) explain how wetlands can improve water quality. The teachers guide includes additional information to aid in processing the activities. Extension activities are provided along with suggested references, review questions and student worksheets. (MCO)

This teacher guide and student workbook set contains two learning activities, designed for fifth through ninth grade students, that concentrate on lake stratification and water quality. In the activities students model the seasonal temperature changes that occur in temperate lakes and observe the resulting stratification of lake waters. Students then relate stratification to water quality within the lake. As prerequisites for these activities, it is recommended that students be able to record data in chart form and prepare graphs of temperature versus depth. In addition, they should be able to use a scale to weigh a flask of water, to read thermometers, and to measure with rulers; they should also be somewhat familiar with perimeter and area. The teacher's guide includes additional information to aid in processing the activities. Extension activities are provided along with suggested references, review questions and student worksheets. (MCO)

These guidelines are intended to orient the library/archives professional in New York to the common issues, language, pitfalls, and opportunities involved in dealing with the built environment and its impact on the conservation and preservation of a valuable collection. Although developed for the climate typical in New York State, many aspects will be applicable to institutions in other regions. The guidelines cover general collection environment criteria, assessment, monitoring, and goals for an improved conservation environment. General building environments and building systems that can create a good conservation environment are described, including various possible compromises. Typical interim and low-cost measures for improving an environment are suggested. Common phases of design and construction projects are also described for both new designs and environmental renovation, including planning steps and guidelines for selecting the design team. The appendix offers definitions of common terms used in the design and construction of building systems, references and suggested readings, and guidelines for selecting manufacturers. (MAB)

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 20-hour introduction to industrial physics that explains and demonstrates to industrial maintenance mechanics the direct relationship of physics to machinery. Project TEAM is intended to upgrade basic technical competencies of unemployed, underemployed, and existing industrial employees. The materials in this module serve as a student outline and an instructor guide. The manual identifies 12 units: (1) pretest (not included); (2) measurement and trigonometry; (3) motion and forces in one direction; (4) concurrent forces, work and energy; (5) simple machines; (6) rotation motion; (7) rotational motion and nonconcurrent forces; (8) matter; (9) fluids; (10) temperature and heat; (11) gas laws; and (12) posttest (not included). Page references to the text used in teaching this course are given for each session. (NLA)

Presents a laboratory exercise on spicy food and body temperature that introduces the scientific method to introductory biology students. Suggests that when students perform their own experiments which they have developed, it helps with their understanding of and confidence in doing science. (Author/SOE)

Compares phase diagrams relating to the solubilities and melting points of various substances in textbooks with those generated by a spreadsheet using data from the literature. Argues that differences between the diagrams give rise to new chemical insights. (Author/MM)

Suggests that qualitatively, entropy is simple. Entropy increase from a macro viewpoint is a measure of the dispersal of energy from localized to spread out at a temperature T. Fundamentally based on statistical and quantum mechanics, this approach is superior to the non-fundamental "disorder" as a descriptor of entropy change. (MM)

Presents activities that integrate physics, earth science, and health. Students explore their own sensible temperature focusing on the physical processes of heat transfer. (DDR)

Describes an activity based on shrinkable thermoplastics in which students explore the percentage of shrinkage of a plastic ruler when it is heated. Includes science content knowledge behind the shrink, national science education standards related to this activity, and a complete guide. (KHR)

Introduces lesson plans on cycles designed for middle school students. Activities include: (1) "Boiling and Evaporation"; (2) "Experimenting with Evaporation"; (3) "Condensation and the Water Cycle"; and (4) "Understanding Cycles". Explains the mathematical applications of cycles. (YDS)

Introduces three science activities for elementary and middle school students on the concepts of heat transfer and temperature. Includes two learning cycles. The first learning cycle examines the effects of temperature on air movement, and the second learning cycle investigates heat movement in water. (YDS)

Discusses the history of the development of Newton's Law of Cooling. Describes an experiment conducted in the kitchen that is designed to test the rate of cooling of a hot block of iron. Finds that Newton's law does not represent very well the mechanism of heat loss. (Contains over 10 references.) (WRM)

Discusses instructional approaches on how to teach introductory thermal physics. Analyzes the relationship between heat and temperature and questions to what degree physics can be simplified. (Contains 22 references.) (YDS)

This activity, developed by NASA's Jet Propulsion Laboratory, involves students in recording and graphing temperature data to learn about NASA's Mars Microprobe Mission, Deep Space 2, and how the properties of a material affect the transfer of heat. (Author/JOW)

Introduces units on water quality developed by a team consisting of teachers of first grade, high school biology, middle school science, high school mathematics, and a librarian. Focuses on Content Standards D and F of the National Science Education Standards(NSES). Lists the standards emphasized in the school science program. (YDS)