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Notes:

• Includes bibliographical references and index.
• Prologue: the conscience of a physicist — The Sputnik opportunity — The moral case for a test ban — The science of non-nuclear war — Into the ethical hot pot — Disaster and disillusionment in Vietnam — Institutional reckonings at MIT — The New Left assault on neutrality — Collapse of the Sputnik order — A united front against Star Wars — Epilogue: science and ethics after the Cold War.
• Scientists at War examines the ethical debates that severely tested the American scientific community during the Cold War. Sarah Bridger highlights the contributions of scientists to military technologies and strategic policymaking, from the dawning atomic age in the 1940s through the Strategic Defense Initiative ( Star Wars ) in the 1980s, which sparked a cross-generational opposition among scientists. The Manhattan Project in the early 1940s and the crisis provoked by the launch of Sputnik in 1957 greatly enhanced the political clout of American scientists. Yet many who took up government roles felt a duty to advocate arms control. Bridger investigates the internal debate over nuclear weapons policy during the Eisenhower and Kennedy administrations, when scientific advisors did not restrict themselves to technical assessments but made an impassioned moral case for a nuclear test ban. The relationship between government and science began to fray further during the Vietnam War, as younger scientists inside and outside of government questioned the morality of using chemical defoliants, napalm, and other non-nuclear weapons. With campuses erupting in protest over classified weapons research conducted in university labs, many elder statesmen of science, who once believed they could wield influence from within, became alienated. The result was a coalition that opposed Star Wars during the 1980s–and a diminished role for scientists as counselors to future presidents.–From publisher description.

Subjects:

• Science — Social aspects.
• Science — Moral and ethical aspects.
• Military weapons — Technological innovations — Moral and ethical aspects.
• Military research — United States — History — 20th century.
• Military research — Moral and ethical aspects — United States.
• Nuclear weapons — Moral and ethical aspects — United States.
• Cold War.

Requested by Bloomberg, M.

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Notes:

• Copublished with the National Associations for Gifted Children –Title page.
• Includes bibliographical references.
• State residential stem schools : a case study — S is for science education at the elementary level — S is for science education at the secondary level — T is for technology education : developing technological talent and skill through curriculum and practice — E is for engineering education : cultivating applied science understandings and problem-solving abilities — Elementary mathematics in stem for advanced learners — Secondary mathematics in STEM for advanced learners — Assessing aptitude and achievement in stem teaching and learning — Infrastructure of a comprehensive STEM program curriculum for advanced learners — Connecting the common core state, next generation science, and gifted — Programming standards with STEM curriculum for advanced learners — Biography builds STEM understanding for talented learners — International STEM education and the role of second language study : — Increasing global opportunities in STEM with differentiated world language — Instruction — Arts and creativity in STEM education emerging talent using steam — Neuroscience and gender issues in STEM education and among high-ability learners — Continuing professional development for STEM educators — Designing and developing an exceptional living-learning environment for the highly able student : a grassroots approach to a statewide initiative.

Subjects:

• Science — Study and teaching — United States.
• Technology — Study and teaching — United States.
• Engineering — Study and teaching — United States.
• Mathematics — Study and teaching — United States.
• Gifted children — Education — Curricula — United States.
• Curriculum planning — United States.

Requested by Kurpiers, R.

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Notes:

• A Yolly Bolly Press book.
• Introduces the basic principles of physics, geology, weather, electricity, and natural history through everyday activities in a house.

Subjects:

• Science — Juvenile literature.
• Science.

Requested by Olson, V.

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Notes:

• Includes bibliographical references (p. 176-177).
• Section 1: Brainball! — Chapter 1: Brainball (Science Edition): The Point of the Game is Learning — Chapter 2: The Big Ideas: Product, Process, and Community aligned with Purpose — Chapter 3: Brainball (SE) Beliefs (Dispositions) — Chapter 4: Brainball (SE) Key Concepts (Knowledge) — Chapter 5: Brainball (SE) Skills — Section 2: Five Coaching Tips — Chapter 6: Tip 1: Keep the End-in-Mind — Chapter 7: Tip 2: Play the Game — Chapter 8: Tip 3: Competitions as Evaluations — Chapter 9: Tip 4: Sequences matter — Chapter 10: Tip 5: Explicit Communications — Section 3: Day-to-Day Lesson Plans: Brainball Illuminated — Lesson 1: Perceptions — Lesson 2: Observations — Lesson 3: Patent Description — Lesson 4: Problem Statements — Lesson 5: Picking Problem Statements — Lesson 6: Gathering Information — Lesson 7: Gathering More Information — Lesson 8: Hypothesis — Lesson 9: Null Hypothesis — Lesson 10: Experimental Procedure — Lesson 11: Experimental Design — Lesson 12: Presenting Data (Tables) — Lesson 13: Presenting Data (Graphs) — Lesson 14: Analyzing Data — Lesson 15: Writing a Conclusion — Section 4: A More Integrated Example! — Chapter 11: All together now! — Conclusion — Appendix A: Community Roles — Appendix B: Shifting points of view story — Appendix C: Circle of Power and Respect / Monday meetings — Appendix D: Why Observations Matter / SRP Chart — Appendix E: Recipe for Catalase Solution — Appendix F: Idea Evaluator — Appendix G: Rubric for science lab report — Appendix H: Bad Directions — Appendix I: Data Table Assignments — Appendix J: Graph Assignments — Appendix K: Choosing the Appropriate Statistical Test — Appendix L: Social Contracts — Appendix M: Dialogue –Appendix N: Team/Community-Building Books.
• What is a game? You might think of cards and dice, computers, or sports. You might even think of music or theater as games. But what about Science? Games have rules, players, and objectives, but, maybe most importantly, games are fun. People play games because they think they are fun, and sometimes they even learn some important lessons. Classrooms are intended to teach important lessons, and sometimes people think they are fun (not nearly often enough). Brainball (Science Edition) is designed to combine the best of both worlds! Science Inquiry is the game and learning the intended outcome! Veteran science teachers Kolis and Lenz provide small step-by-step 5E’s lessons and an inquiry-based sequence to guide you through that first learning experience so that you too can play the game of Brainball (Science Edition)! — Provided by publisher.

Subjects:

• Science — Study and teaching (Secondary)
• Activity programs in education.
• Team learning approach in education.
• Inquiry-based learning.

Requested by Kurpiers, R.

Check CLICnet for availability
Notes:

• Includes bibliographical references (p. 176-177).
• Section 1: Brainball! — Chapter 1: Brainball (Science Edition): The Point of the Game is Learning — Chapter 2: The Big Ideas: Product, Process, and Community aligned with Purpose — Chapter 3: Brainball (SE) Beliefs (Dispositions) — Chapter 4: Brainball (SE) Key Concepts (Knowledge) — Chapter 5: Brainball (SE) Skills — Section 2: Five Coaching Tips — Chapter 6: Tip 1: Keep the End-in-Mind — Chapter 7: Tip 2: Play the Game — Chapter 8: Tip 3: Competitions as Evaluations — Chapter 9: Tip 4: Sequences matter — Chapter 10: Tip 5: Explicit Communications — Section 3: Day-to-Day Lesson Plans: Brainball Illuminated — Lesson 1: Perceptions — Lesson 2: Observations — Lesson 3: Patent Description — Lesson 4: Problem Statements — Lesson 5: Picking Problem Statements — Lesson 6: Gathering Information — Lesson 7: Gathering More Information — Lesson 8: Hypothesis — Lesson 9: Null Hypothesis — Lesson 10: Experimental Procedure — Lesson 11: Experimental Design — Lesson 12: Presenting Data (Tables) — Lesson 13: Presenting Data (Graphs) — Lesson 14: Analyzing Data — Lesson 15: Writing a Conclusion — Section 4: A More Integrated Example! — Chapter 11: All together now! — Conclusion — Appendix A: Community Roles — Appendix B: Shifting points of view story — Appendix C: Circle of Power and Respect / Monday meetings — Appendix D: Why Observations Matter / SRP Chart — Appendix E: Recipe for Catalase Solution — Appendix F: Idea Evaluator — Appendix G: Rubric for science lab report — Appendix H: Bad Directions — Appendix I: Data Table Assignments — Appendix J: Graph Assignments — Appendix K: Choosing the Appropriate Statistical Test — Appendix L: Social Contracts — Appendix M: Dialogue –Appendix N: Team/Community-Building Books.
• What is a game? You might think of cards and dice, computers, or sports. You might even think of music or theater as games. But what about Science? Games have rules, players, and objectives, but, maybe most importantly, games are fun. People play games because they think they are fun, and sometimes they even learn some important lessons. Classrooms are intended to teach important lessons, and sometimes people think they are fun (not nearly often enough). Brainball (Science Edition) is designed to combine the best of both worlds! Science Inquiry is the game and learning the intended outcome! Veteran science teachers Kolis and Lenz provide small step-by-step 5E’s lessons and an inquiry-based sequence to guide you through that first learning experience so that you too can play the game of Brainball (Science Edition)! — Provided by publisher.

Subjects:

• Science — Study and teaching (Secondary)
• Activity programs in education.
• Team learning approach in education.
• Inquiry-based learning.

Requested by Kurpiers, R.

Check CLICnet for availability
Notes:

• Student version of Students and research.
• Includes bibliographical references and index.
• ch. 1. Developing basic concepts — ch. 2. Applying basic concepts — ch. 3. Generating experimental ideas — ch. 4. Describing experimental procedures — ch. 5. Constructing tables and graphs — ch. 6. Writing simple reports — ch. 7. Using library resources — ch. 8. Analyzing experimental data — ch. 9. Communicating descriptive statistics — ch. 10. Displaying dispersion/variation in data — ch. 11. Determining statistical significance — ch. 12. Designing complex experiments — ch. 13. Preparing formal papers — ch. 14. Presenting scientific research — ch. 15. Evaluating your knowledge of experimental design and data analysis.

Subjects:

• Science — Experiments.
• Science projects.
• Science — Study and teaching (Secondary)

Requested by Gregoire, J.

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Notes:

• Includes bibliographical references (pages 95-96) and index.
• What is scientific — Scientific methods — Simple experiments — Controlled experiments — Counterbalancing controlled experiments — Blind and double-blind experiments — Case studies — Naturalistic observation — Surveys and controlled surveys — Measurements — Record keeping — Causality and theory — Evaluating results: statistics, probability, and proof — How to get help in evaluating results — Publishing or reporting.
• Discusses the basic principles of the scientific method and the various types of experiments to which it may be applied.

Subjects:

• Science — Methodology — Juvenile literature.
• Science — Methodology.
• Science projects.
• Juvenile works. fast (OCoLC)fst01411637

Requested by Gregoire, J.

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Part of the series Science in the real world;Science in the real world (Minneapolis, Minn.)
Notes:

• Core library.
• Includes bibliographical references (p. 47) and index.
• Science all around — Inventing the scientific method — Observation : seeing is believing — Proposing explanations : the hypothesis — Designing experiments — Answers– and more questions — Important dates — Other ways you can find the scientific method in the real world — Stop and think.
• Examines the history of the scientific method and describes each of its components, which include making observations, asking questions, creating hypotheses, running experiments, and looking for patterns in the results.

Subjects:

• Science — Methodology — Juvenile literature.

Requested by Gregoire, J.

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Notes:

• Includes bibliographical references and index.

Subjects:

• Research — Methodology.
• Research — Methodology.

Requested by Doak, B.

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Notes:

• Includes bibliographical references (pages 201-259) and index.
• Prelude: scientists as prophets and the rhetoric of prophecy — The Delphic oracle and ancient prophetic ethos — The natural magician and the prophet: Francis Bacon’s ethical alchemy — Confirming signs: the prophetic ethos of the early Royal Society — Interlude: competing ethical models and a catch-22 — J. Robert Oppenheimer: cultic prophet — Rachel Carson, kairotic prophet — Media, metaphor, and the oracles of science — Climate change and the technologies of prophecy — Postlude: problems and solutions.
• Why did an atheist like Carl Sagan talk so much about God? Why does NASA climatologist James Hansen plead with us in his recent book not to waste Our Last Chance to Save Humanity ? Because science advisors are our new prophets, Lynda Walsh argues in Scientists as Prophets: A Rhetorical Genealogy. She does not claim, as some scholars have, that these public scientists push scientism as a replacement for religion. Rather, she puts forth the provocative argument that prophetic ethos is a flexible type of charismatic authority whose function is to manufacture certainty. Scientists aren’t our only prophets, Walsh contends, but science advisors predictably perform prophetic ethos whenever they need to persuade their publics to take action or fund basic research. Walsh first charts the genealogy of this hybrid scientific-prophetic ethos back to its roots in ancient oracles before exploring its flourishing in 17th century Europe. She then tracks its performances and mutations through several important late-modern events in America: Robert Oppenheimer’s role in the opening of the atomic age Rachel Carson’s interventions in pesticide use the mass-media polemics of science popularizers such as Carl Sagan, Stephen Hawking, and Stephen Jay Gould and finally the UN’s climate change panel and their role in Climategate. Along the way, Walsh highlights the special ethical and political defects embedded in the genealogy of the scientist-prophet, and she finishes by evaluating proposed remedies. She concludes that without a radical shift in our style of deliberative policy-making, there is little chance of remedying the dysfunctions in our current science-advising system. A cogent rhetorical analysis of over 1,000 archival documents from 10 historic cases, Scientists as Prophets engages scholars of scientific rhetoric, history, and literacy, but is also accessible to readers interested in the roots of current political debates about the environment, nuclear energy, and science education — Publisher’s description.

Subjects:

• Science — Social aspects — Forecasting.
• Scientists — Moral and ethical aspects.

Requested by Kurpiers, R