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This isn't exactly a "FULL" list (we've made over 500 videos just in the past 12 years), but we wanted to give a pretty big list of our videos - grouped into the categories below. This list (and sub-categories) will continue to grow and make more and more beautiful baby videos, so stay tuned!

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Science Connected Magazine - Science Literacy, Education, Communication

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Science Connected Magazine - Science Literacy, Education, Communication

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Science Connected Magazine - We Connect People with Science

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Important: The authors, reviewers, and editors of this material have made extensive efforts to ensure that treatments, drugs, and discussions about medical practice are accurate and conform to the standards accepted at the time of publication. However, constant changes in information resulting from continuing research and clinical experience, reasonable differences in opinions among authorities, unique aspects of individual clinical situations, and the possibility of human error in preparing such an extensive text mean that other sources of medical information may differ from the information on this site. The information on this site is not intended to be professional advice and is not intended to replace personal consultation with a qualified physician, pharmacist, or other health care professional. The reader should not disregard medical advice or delay seeking it because of something found on this site.

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Now Free Online - The Consumer Version of the Merck Manuals (known as the MSD Manuals outside of US & Canada) is the standard in home medical reference - since 1899.

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We're delighted to welcome Karina Quilantan as a guest writer on our blog! Karina, also known as "Q.", is a middle school library media specialist from the Rio Grande Valley, Texas. She has been an educator for over a decade and has earned array of digital credentials such as Apple, Google, and Microsoft Educator certifications...

Keep reading

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Classroom Ideas Visit the hub We have a growing bank of templates - visit The Hub to view them all!In a hurry? Check out 3 of the most popular examples below... Discover and Share #moteminutes: whether brand new to Mote or seasoned user, our series of 60 second videos provides an easy introduction to all...

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How to use scientific articles in class?

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How to use scientific articles in class?

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How to use scientific articles in class?

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Testimonial: Seda Dawson is a 7th-grade science teacher from Texas. She shares how and why she uses Science Journal for Kids' resources in her classroom.

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Smithsonian Channel offers powerful documentaries and shows exploring history, science, nature, aviation, space and pop culture. Discover your favorite shows now.

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Anatomy of a Scientific Article | Ask A Biologist

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Anatomy of a Scientific Article | Ask A Biologist

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Scientists all over the world, in laboratories and in the field, work hard every day. They spend countless hours trying to find answers to research questions. Often this all leads up to an "ah-ha!" (or a "that's strange...") moment, when they discover something interesting or something that can change what we know about science.

But once they've made a discovery, what happens? Does the whole world automatically know about their work? Of course not-that would be too easy. In order to spread news of their findings, scientists have to write and publish articles that outline what they did and what they found.

When scientists write these papers, they don't usually write them for the public. Instead, they write them for other scientists. So, if you aren't a scientist, how might you figure out what's in a paper?

How to Read a Scientific Paper

Below, we've mapped out the "gross anatomy" of an article-basically an overview of what goes where in a paper. After you know the basics of what you can expect to find in a scientific article, take a shot at reading one on our Article Dissection page. Together these sections provide tips you can use when reading a scientific paper.
Title
Just like you have a name, so does every research paper that is published. Usually the title offers a general idea of the subject of the paper. Sometimes it will also include information on what the scientists found. Show me an example | 1 |

Authors
Give credit where credit is due. People that made a large contribution to the project usually end up as an author. If there is more than one author, they are called co-authors. Sometimes, when a lot of people are involved, this makes for a very long list of authors. Show me an example | 1 |
Author affiliations
It may seem odd, but scientists aren't the only ones involved in the completion of a study. Often times the university or institution where the study was completed also had an important role, in providing funds for the work, for example. The universities or institutions that sponsored the work are usually listed under the authors' names. To see which author came from what institution, you can usually match the numbers or symbols listed next to the author and institution names.
Abstract
The abstract is a one paragraph summary of the most important parts of the article. Reading the abstract is a good way to figure out if you are interested in reading the rest of the paper. Abstracts can also have a ton of information though, so they can sometimes be difficult to read.
Show me an example | 1 |
Author Summary
Certain journals like to have the authors of the article write a simplified version of the abstract. This is often written for non-scientists or scientists from other fields. If an article has an author summary, it might be good to read it before you read the abstract. Show me an example | 1 |
Introduction
Background is very important. If you're trying to learn about a specific lizard, for example, it would be useful to know where the lizard species lives, what it eats, and what kind of behaviors it might show. The introduction of a paper is where the scientists give you all of the relevant background information so you can better understand the study. Show me an example| 1 |
Materials and Methods
It would be great if scientific information would magically appear. But it doesn't. Instead, it takes days, months, or years to carry out experiments for a study. In the materials and methods section, the scientists explain exactly how they did their study. It is kind of a "how to" or "DIY" for other scientists. Because of the complicated nature of some studies, the materials and methods section can sometimes be the toughest part of the paper to read.

But this section can also give you the best idea of how research is done. Show me an example | 1 |
Results (with figures and tables)
Do you ever listen to an overly long story and wish that the storyteller would just get to the point? If you do, the results section will probably be your favorite. This is the heart of the paper, where the scientists tell you exactly what they found. This is usually where you will also find the figures and tables, though some papers put all the figures at the very end. A lot of results are pretty raw data (meaning the data hasn't been interpreted). Interpretation is saved for the next section. Show me an example | 1 |
Discussion
If you read the results section, you probably take in a lot of numbers, some useful graphs, and you have a good idea of what was found overall. But what does any of it mean? Are the findings important? These questions are answered in the discussion section. Here, scientists present what they learned from the study and what effect the new information will have on science. They also discuss any problems with the experiment in this section. There is one thing to be wary of when reading the discussion...sometimes data can be interpreted in different ways. The interpretation presented in a discussion is not always the only interpretation possible. This is why the discussion section is kept separate from the results section.
Show me an example | 1 |
Conclusion
Some journal articles have a conclusion section, which is basically a summary of the study that is really heavy on findings and what those findings mean. If you want the quick version of what impact the study will have on science, look for a conclusions section.
Show me an example | 1 |
Acknowledgments
Some studies involve many, many people that contribute, sometimes in relatively small ways. If someone helps out but didn't do enough to be an author on a paper, they still get credit for their work by being listed in the acknowledgments section. Show me an example | 1 |
Author Contributions
While an author list tells us which people were most important to completing a study, it doesn't tell us what each author contributed to the process. Some journals don't include an author contributions section, but when they do, they list which author did what during the study.
Show me an example | 1 |
References
You may have heard the phrase that things "do not exist in vacuums." The reference section is proof of that idea. Throughout the entire paper, scientists used other published information to help give you background on their work, to explain why they used certain methods, or to compare their findings to others. The references section is where all those other published studies are listed. As you read through an article, you will often see either tiny numbers in superscript or last names in parentheses at the end of some sentences. These are cues that link you to specific published articles that are all listed in the reference section. This section is especially helpful if you want to get more information related to the article you are reading. Show me an example | 1 |

Supplementary Materials
Some studies produce a lot of important information that the scientists want to share with the world. Yet, if you want someone to read a journal article, it can only be so long. Sometimes, if there is too much information for too little of an article, information that can be considered "extra" is listed in a different section of supplementary materials.

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Reading a scientific article can seem like a difficult task. To help get you started, we first discuss what all goes into a scientific article. Then, when you're ready, click on Article Dissection to see how a scientific article can be broken down into parts that are a bit easier to understand.

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Helm Dictionary of Scientific Bird Names

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Helm Dictionary of Scientific Bird Names

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The University of Toronto is a globally top-ranked public research university in Toronto, Ontario, Canada.

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You don't even have to eat fast food to see behavior changes. It merely has to cross your mind.

We think we're in charge of our choices. Our moods. Our long-term goals.

Apparently not.

Marketers work hard to shape consumer behavior. They use neuroscience findings to figure out how to attract our attention. They use psychological research to manipulate our needs. Of course we rationalize, "I'm the exception. I know my own mind. Just thinking about fast food can't affect me."

Chances are, it does.

A three-part study showed the mere act of thinking about fast food makes people more impatient, more eager to use time-saving products, and less likely to save.

Wonder why we all feel hurried? In the first experiment of the three-part study, half of the participants were shown subliminal images of six fast-food chains (McDonald's, KFC, Subway, Taco Bell, Burger King, and Wendy's). The images were seen only twice, for just 12 milliseconds - much faster than the conscious mind can recognize. Participants who were exposed to these subliminal images rushed through tasks even though they were under no time pressure.

Wonder why eco-friendly, well-made products aren't top sellers? In the next experiment, participants were asked to recall a recent fast-food meal before rating products. When they did so, they were more likely to choose time-saving as the best rationale for making a purchase over other factors, such as environmental friendliness, aesthetics, or quality.

Wonder what happened to saving money? In the final experiment, participants who briefly looked at fast-food logos were much more likely, when considering compound interest, to choose a small payout immediately rather than wait for a larger payout later.

Children are even more at risk from this "fast-food thinking." Because their brains are still developing through the teen years, young people are much more vulnerable to techniques used by marketers. Child-development experts see all kinds of detrimental effects, including what psychologist Allen D. Kanner calls the "narcissistic wounding" of children.

The problem is more, much more, than fast food. It has to do with a daily bombardment by messages telling us we should have it all and have it quickly - even though neither leads to greater happiness. As Robert V. Levine noted in A Geography of Time, people actually feel more impatient when they have access to time-saving devices.

There are benefits to waiting. Things like patience and a rush of pleasure when what you've been anticipating is finally ready. Picking apples together, cutting them, and baking them into a pie takes time. The smell of the crust breaking under your fork and the shared exclamation as you take the first bites together: bliss.

This experience can't compare to a McDonald's apple-pie dessert warmed in its cardboard sleeve.

What we eat and how we eat may no longer satisfy one of our deepest hungers: the desire for connection to people, place, and culture. We see the results of that separation in our health and environment.

Contrast these slogans:

"Have it Your Way" (Burger King)

"You deserve a break today" (McDonald's)

"Your Way, Right Away" (Burger King)

"What you want is what you get" (McDonald's)

"You can eat great, even late" (Wendy's)

with this thought:
"As you eat, know that you are feeding more than just a body. You are feeding the soul's longing for life, its timeless desire to learn the lessons of earthly existence - love and hate, pleasure and pain, fear and faith, illusion and truth - through the vehicle of food. Ultimately, the most important aspect of nutrition is not what to eat but how our relationship to food can teach us who we are and how we can sustain ourselves at the deepest level of being." ~ Marc David

Living in a fast-food society changes more than our eating habits. As that recent study indicated, we unconsciously hurry other aspects of our lives as well. When we find ourselves "getting through" anything to get on to the next thing, we're ignoring the here and now. We're ignoring our lives as they are in this moment.

Let's think instead of fast food as a metaphor, a symbol showing us that there's another way to experience what's right in front of us.

Originally published in Culinate

Soon after my second baby was born, I was informed that I'd be receiving a week of meals delivered by my friends. The next seven nights our doorbell rang and there stood someone dear to me holding warm dishes filled with delights.

A break from planning and making dinner was a blessed relief. It also exposed my family to a wider array of foods. More importantly, each night we sat down to eat a relaxed dinner lovingly made for us.

We were given so much food that we tucked lots of it in the freezer, spreading the bounty of kindness into the following weeks. One friend came laden with two different kinds of lasagna, one with garlicky white sauce and spinach, another layered with black beans and lots of veggies. Years later I still make both of her recipes.

A week of meals for families with new babies became a tradition in my circle of friends and my Le Leche League chapter. Here's what worked for us.

1. Someone particularly close to the new mom and her family usually broached the idea to their mutual friends. We never designated a person in charge of planning. But your group of friends, or church, or neighborhood may decide that putting one person in charge of noting who will make a meal which night makes it easier.

2. We contacted the new mom with some basic questions such as best days and times to drop off food, food preferences, and if she wanted food brought ready to eat at dinner time or in advance to heat up later that day. Some moms preferred to have meal deliveries every other day.

3. Then we verified the plans with all potential participants. It worked best to accommodate a variety of needs among people contributing meals. Some preferred to drop off bags of Mid-Eastern salads or trays of sushi they picked up on the way home from work. Some didn't have time to deliver a meal during the week but happily provided brunch on the weekend. It helped to jot down what people were planning to make so the family didn't end up with three enchilada entrees on three consecutive nights.

4. We sent out a full schedule to everyone participating. It functioned as a reminder, listed who was bringing what, and offered suggestions such as labeling pans and including recipes. A shared Google doc can uncomplicate things. Or use one of these online meal scheduling sites to make this easier:
Meal Baby Take Them a Meal Meal Train Care Calendar Lotsa Helping Hands Caring Meals
Of course, a new baby isn't the only reason to provide a series of meals. It's a great way to welcome someone home when they return from service project or military assignment. It's a godsend when people are dealing with illness or injury. And it's remarkably helpful during the time a family is undergoing a major home renovation. Mix it up. Rather than arranging a week of steady meals, you might offer a meal every Wednesday or set up a regular potluck date to eat together.

There may be no more basic gesture of kindness than feeding people. Food sharing is a tradition found in every culture, stretching back to our earliest history. It's a stomach-filling, community-building kindness like no other. It can also swing back around remarkably. By the time my fourth child was born I was gifted with a full three weeks of meals, nearly all made by people I'd once cooked for. It was an embarrassment of riches but oh how those delicious foods warmed our hearts.

Other ways to build community:
Bring Kids Back to the Commons Engage the Window Box Effect It Really Does Take a Village We Don't Need No Age Segregation Welcome Kids Into the Workplace More Than Once a Year Odd Second Saturday Suppers Better Together: Restoring the American Community The Abundant Community: Awakening the Power of Families and Neighborhoods All That We Share This is a repost from our farm site.

"You EAT them?" a little boy new to the neighborhood asks. He leans forward for the answer, his face ready to constrict in doubt.

Children already well acquainted with our family's springtime ritual stop picking.

"Yeah!" they eagerly assure him, "They're really good."

They aren't referring to a new vegetable in our garden. They're talking about dandelions.

Herbalists tell us exactly what we need grows nearby. Those plants we call "weeds" may in fact remedy what ails us. They are so common that their properties are easily overlooked in a culture searching for packaged wellness. Plantain, mullein, comfrey,mint, mugwort,St. John's wort, chicory and purslane spring up wild in my untreated lawn and garden. Weeds, but also powerful healers.

Today we're picking dandelions in full flower. It isn't about finding a remedy. For me the harvest is has to do with celebrating spring and affirming the beauty around us. For my children and our neighbors it's about fun. I wait until the blooms are at their peak. Then I call friends and neighbors to announce, "Today is the day!"

Children spread out across the yard holding little baskets. A girl squats in front of each plant, pausing a long moment before she reaches out to pluck a flower from its stem. The oldest boy in the group walks by many dandelion plants to pick only those growing in clusters. And the newest little boy falls silent, as the rest of the children do, taking delight in the seriousness of the harvest.

European settlers brought the dandelion plant to this continent for food and medicinal purposes. The perennial spread easily across most states. It's a testament to the power of herbicide marketers that such a useful plant became so thoroughly despised. Standing under today's blue sky, I look at exuberant yellow rosettes growing in bright green grass and feel sheer aesthetic pleasure.

After the children tire of picking we sit together on the porch and snip off the dandelion stems right up to the flower. We mothers look over their busy heads-blonde, brown, black-and smile as we watch them stay at this task with the kind of close attention children give to real work. One girl remarks that the flowers look like the sun. Another child says her grandmother told her that in the Old Country they call the plant by the same name as milk because of its white sap. The newest boy chooses to line the stems neatly along the wide porch planking, arranging and rearranging them by length.

Every aspect of a ritual holds significance so I pay attention to the warm breeze, the comfortable pulse of friendship, and flowers so soft against my fingers they remind me of a newborn's hair.

When we're done the flowers are rinsed in a colander, then it's time to cook them. I'm not a fan of frying. There are better ways to preserve the flavor and nutrients in food. Consequently I'm not very skilled. But this is easy. The children, their mothers and I drop the flowers in a thin batter, scoop them out with slotted spoons and fry them a dozen at a time in shallow pans.

After the blossoms cool slightly on paper towels they're put on two platters. One is tossed with powdered sugar and cinnamon, the other sprinkled with salt and pepper. Handfuls are eaten in the kitchen while we cook. Then we carry the platters outside. Children run off to play in grass polka dotted with bright yellow flowers. We adults sit on the porch laughing and talking.

It's suggested that we should be eating healthfully prepared dandelion greens and roots rather than indulging in delectable fried blossoms. That sentence fades into a quiet moment as a breeze stirs new leaves on the trees and lifts our children's hair. I feel enlivened. Everywhere, around me and inside me, it is spring.

Flower Power Recipe

Gather dandelion flowers from areas free of chemical treatments or fertilizer. Pick in a sunny part of the day so the flowers are fully open, then prepare right away so flowers don't close.

Cut away stem, as this is bitter, leaving only the green part holding the flower together.

Douse briefly in salt water (to flush out any lurking bugs). Dry flowers on dish towels while you prepare batter.

Ingredients

3 to 4 cups dandelion flowers, prepared as above

1 cup milk (dairy, soy, almond, coconut, any variety)

1 egg (or equivalent egg replacer product)

1 cup flour (slightly smaller amount of any whole grain alternative)

½ teaspoon salt

oil (frying is best with healthful oils which don't break down at high temperatures, try safflower oil, coconut oil or olive oil)

Method

1. Combine milk, egg, flour and salt in wide bowl. Mix well. Heat an inch or two of oil in skillet (350-375 degrees).

2. Drop a dozen or so blossoms into the batter, stir gently to coat. Lift out with slotted spoon or fork. It's best to hold the bowl over the skillet as you drop each blossom into the hot oil.

3. Turn flowers over to brown on both sides. Remove with slotted spatula to drain briefly on paper towels. Continue to fry remaining flowers using same steps. Toss cooked dandelions with sugar and cinnamon. Or salt and your choice of savory flavoring such as garlic, pepper or chili powder.

4. Making flower fritters is a speedier method than frying individual flowers. Simply drop flowers and batter into the oil by the spoonful, then turn like a pancake. Serve with jam, maple syrup or honey. Or try savory toppings like mustard, ketchup or barbeque sauce. These fritters are endlessly adaptable. Try adding sunflower or sesame seeds to the batter and serve with either the sweet or savory toppings.
What You May Not Know About Dandelions
The common dandelion, Taraxacum officinal, has been used in traditional medical systems around the world to boost nutrition as well as treat conditions of the liver, kidney and spleen; slow abnormal growths; improve digestion and more. Recently science has taken a closer look at this often scorned plant. No surprise, traditional wisdom holds up under scrutiny.

~Dandelion root stimulates the growth of 14 strains of bifidobacteria. 1 This is good news, because bifidobacteria aid in digestion. Their presence in the gut is correlated with a lower incidence of allergies. 2

~Dandelions appear to fight cancer. Researchers testing for biologically active components to combat cancer proliferation and invasion note that dandelion extracts have value as "novel anti-cancer agent[s]." Their studies show dandelion leaf extract decreases growth of certain breast cancer cells and blocks invasion of prostate cancer. The root extract blocks invasion of other specific breast cancer cells 3 and also shows promise inhibiting skin cancer. 4

~Dandelions work as an anti-inflammatory and pain relieving agent. 5

~Dandelion extract lowers cholesterol. This, plus its anti-inflammatory and antioxidant qualities leads some researchers to believe that the plant may reduce the risk of atherosclerosis (hardening of the arteries). 6

~The plant's leaves are an effective diuretic. 7

~Dandelion shows promise in diabetic treatment. It slows the glycemic response to carbohydrates, thereby helping to control blood sugar. 8

~Dandelion extract increases the action of estrogen and progesterone receptors. It may prove to be a useful treatment for reproductive hormone-related problems including PMS. 9

~ Leaves, roots and flowers ofthe humble dandelion are fully edible. USDA National Nutrient Database analysis proves that a festive array of nutrition awaits any lawn harvester. One cup of chopped fresh dandelion greens are extremely rich in vitamins K, A and C as well as good source of vitamin E,thiamin, riboflavin, vitamin B6, calcium, iron, ,magnesium, manganese, fiber andomega-3 fatty acids. 10

The flavonoids found in dandelions are valuable antioxidants and free radical scavengers. 11

1 I. Trojanova, V. Rada, L. Kokoska, E. Vikova, "The Bifidogenic Effect of Taraxacum Officinale Root," Fitoterapia vol 75 issue 7/8 (December 2004), 760-763. http://www.ncbi.nlm.nih.gov/pubmed/15567259 (accessed 8-29-09)

2 Bengt Bjorksten, Epp Sepp, Kaja Julge, Tiia Voor, Marika Mikelsaar, "Allergy Development and the Intestinal Microflora During the First Year of Life," The Journal of Allergy and Clinical Immunology vol 108 issue 4 (October 2001), 516-520. http://www.jacionline.org/article/S0091-6749(01)96140-8/abstract (accessed 8-29-09)

3 S.C.Sigstedt, C.J. Hooten, M.C. Callewaert, A.R. Jenkins, A.E. Romera, M.J. Pullin, A. Korneinko, T.K. Lowrey, S.V. Slambrouck, W.F. Steelant, "Evaluation of Aqueous Extracts of Taraxacum Officinale on Growth and Invasion of Breast and Prostate Cancer Cells," International Journal of Oncologyvol 32, num 5 (May 2008), 1085-1090. http://www.spandidos-publications.com/ijo/article.jsp?article_id=ijo_32_5_1085 (accessed 8-30-09).

9 Zhi Xu, Ken-Ichi Honda, Koji Ozaki, Takuya Misugi, Toshiyuki Sumi, Osamu Ishiko, "Dandelioin T-1 Extract Up-regulates Reproductive Hormone Receptor Expression in Mice," International Journal of Molecular Medicine volume 20, 3 (2007) 287-292. http://cat.inist.fr/?aModele=afficheN&cpsidt=19007317 (accessed 8-27-09).

10 USDA Agricultural Research Service, USDA National Nutrient Database for Standard Reference, Release 21, (2008) NDB # 11207 http://www.nal.usda.gov/fnic/foodcomp/cgi-bin/list_nut_edit.pl (accessed 9-1-09).
This post is reprinted from an article that first appeared in Natural Life Magazine.

It's a family joke that I am unable to follow a recipe. Not a funny joke but completely true.

I can't help myself. I tweak the kind of flours and fats, ramp up the spices, toss in a few extra ingredients, adjust the methods used. Yes this approach alters a recipe beyond recognition. But my family will admit the end result usually tastes good even if they like to ask, "Okay, now tell us what's really in here." That's because I've been known to put chard in popsicles, beets in dip, and beans in brownies.

Sometimes I try, really try, to follow a recipe to the letter. There's the real joke. Because when I do the results are awful. The casserole is tasteless, the biscuits are scratchy, and the cookies slump into pools of goo. Clearly improvising is the best route for me.

What I really like about improvisation is facing the challenge our great grandparents faced as they ran frugal households. The same challenge accepted by cooks every day all over the world. Very simply, to use everything well while wasting nothing. This is more about necessity than anything else. It means the cook knows what is in the garden, pantry, and refrigerator at all times. She knows a hard frost is coming, so the rutabagas can stay in the ground but the green tomatoes must be picked. She remembers that the potatoes in the pantry are starting to soften and must be used right away. She knows the lentils made two days ago have to be served or frozen. She finds ways to use carrots going limp and cheese getting dry. She purees leftover soup to make sauce for an entrée and turns yesterday's roast chicken into today's enchiladas. In our current economy it's not a game for many of us. This real life pursuit is more interesting and more rewarding than any competition faced on Top Chef.

I find the creative aspect downright addictive. So tonight, when our dinner guests called to say they were running late I realized I had time to make another dip to serve alongside our homemade salsa. I turned up the music and started pulling out potential leftovers. A few ounces of cream cheese abandoned when the asymmetrical but tasty homemade bagels ran out, a few spoonfuls of leftover canned chile in adobo sauce, a large cooked sweet potato. Probably doesn't sound like a dip. Except to this recipe heretic.

I warm the cream cheese a little, then mash half the sweet potato with a fork and mix in a bit of the chile in adobo sauce. The texture is awful and the taste is nothing like dip. So I toss it in the blender. Nope, it's too thick to blend. I add a dollop of sour cream. Blend. Oh, nice orange-y color. Taste? Needs something. I toss in a pinch of dry chipotle powder and a dash of salt. Blend. Taste. Needs more heat so I add a bit more chile in adobo sauce. Blend. Taste. It needs some freshness. I have green tomatoes, tomatillos, and peppers but I don't think I'm aiming for a raw element. Instead I pour off a tiny bit of the liquid from the salsa we canned. Blend. Oooh, it's good. Still needs something to round off the strong edge. Hmmm. Maybe this sort of spicy will benefit from a little sweetness. I think about putting in applesauce but first try drop of our honey. I give the blender another whirl. Perfect!

The doorbell rings, the dogs bark, and our friends come in bringing lively conversation. My improvised dip is there on the table next to the salsa, waiting to be scooped up with blue chips. The colors are an aesthetic delight and the use of leftover ingredients satisfies my frugal heart. But what's really a pleasure is watching the whole bowl emptied by friends who rave over the taste even after I confess that it's made out of sweet potato. In a heavenly kitchen somewhere I hope those great grandmothers nod their approval.

*
Subversive Cook is now the title of my next book. I'm slow at work on it. See how you can contribute at subversivecook.com or get in touch with me using this site's contact form.

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We think we're in charge of our choices. Our moods. Our long-term goals. Apparently not. Marketers work hard to shape consumer behavior. They use neuroscience findings to figure out how to attract our attention. They use psychological research to manipulate our needs. Of course we rationalize, "I'm the exception.

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Logical Fallacies Handlist:

Fallacies are statements that might sound reasonable or superficially true but are actually flawed or dishonest. When readers detect them, these logical fallacies backfire by making the audience think the writer is (a) unintelligent or (b) deceptive. It is important to avoid them in your own arguments, and it is also important to be able to spot them in others' arguments so a false line of reasoning won't fool you. Think of this as intellectual kung-fu: the vital art of self-defense in a debate. For extra impact, learn both the Latin terms and the English equivalents. You can click here to download a PDF version of this material.

In general, one useful way to organize fallacies is by category. We have below fallacies of relevance, component fallacies, fallacies of ambiguity, and fallacies of omission. We will discuss each type in turn. The last point to discuss isOccam's Razor.

FALLACIES OF RELEVANCE: These fallacies appeal to evidence or examples that are not relevant to the argument at hand.

( Appeal to Force Argumentum Ad Baculum or the "Might-Makes-Right" Fallacy): This argument uses force, the threat of force, or some other unpleasant backlash to make the audience accept a conclusion. It commonly appears as a last resort when evidence or rational arguments fail to convince a reader. If the debate is about whether or not 2+2=4, an opponent's argument that he will smash your nose in if you don't agree with his claim doesn't change the truth of an issue. Logically, this consideration has nothing to do with the points under consideration. The fallacy is not limited to threats of violence, however. The fallacy includes threats of any unpleasant backlash--financial, professional, and so on. Example: "Superintendent, you should cut the school budget by $16,000. I need not remind you that past school boards have fired superintendents who cannot keep down costs." While intimidation may force the superintendent to conform, it does not convince him that the choice to cut the budget was the most beneficial for the school or community. Lobbyists use this method when they remind legislators that they represent so many thousand votes in the legislators' constituencies and threaten to throw the politician out of office if he doesn't vote the way they want. Teachers use this method if they state that students should hold the same political or philosophical position as the teachers or risk failing the class. Note that it is isn't a logical fallacy, however, to assert that students must fulfill certain requirements in the course or risk failing the class!

Genetic Fallacy: The genetic fallacy is the claim that an idea, product, or person must be untrustworthy because of its racial, geographic, or ethnic origin. "That car can't possibly be any good! It was made in Japan!" Or, "Why should I listen to her argument? She comes from California, and we all know those people are flakes." Or, "Ha! I'm not reading that book. It was published in Tennessee, and we know all Tennessee folk are hillbillies and rednecks!" This type of fallacy is closely related to the fallacy of argumentum ad hominem or personal attack, appearing immediately below.

Personal Attack ( Argumentum Ad Hominem, literally, "argument toward the man." Also called "Poisoning the Well"): Attacking or praising the people who make an argument, rather than discussing the argument itself. This practice is fallacious because the personal character of an individual is logically irrelevant to the truth or falseness of the argument itself. The statement "2+2=4" is true regardless if it is stated by criminals, congressmen, or pastors. There are two subcategories:

(1) Abusive: To argue that proposals, assertions, or arguments must be false or dangerous because they originate with atheists, Christians, Muslims, communists, capitalists, the John Birch Society, Catholics, anti-Catholics, racists, anti-racists, feminists, misogynists (or any other group) is fallacious. This persuasion comes from irrational psychological transference rather than from an appeal to evidence or logic concerning the issue at hand. This is similar to thegenetic fallacy, and only an anti-intellectual would argue otherwise.

(2) Circumstantial: To argue that an opponent should accept or reject an argument because of circumstances in his or her life. If one's adversary is a clergyman, suggesting that he should accept a particular argument because not to do so would be incompatible with the scriptures is such a fallacy. To argue that, because the reader is a Republican or Democrat, she must vote for a specific measure is likewise a circumstantial fallacy. The opponent's special circumstances have no control over the truth or untruth of a specific contention. The speaker or writer must find additional evidence beyond that to make a strong case. This is also similar to thegenetic fallacy in some ways. If you are a college student who wants to learn rational thought, you simply must avoid circumstantial fallacies.

Argumentum ad Populum (Literally "Argument to the People"): Using an appeal to popular assent, often by arousing the feelings and enthusiasm of the multitude rather than building an argument. It is a favorite device with the propagandist, the demagogue, and the advertiser. An example of this type of argument is Shakespeare's version of Mark Antony's funeral oration for Julius Caesar. There are three basic approaches:

(1) Bandwagon Approach: "Everybody is doing it." Thisargumentum ad populum asserts that, since the majority of people believes an argument or chooses a particular course of action, the argument must be true, or the course of action must be followed, or the decision must be the best choice. For instance, "85% of consumers purchase IBM computers rather than Macintosh; all those people can't be wrong. IBM must make the best computers." Popular acceptance of any argument does not prove it to be valid, nor does popular use of any product necessarily prove it is the best one. After all, 85% of people may once have thought planet earth was flat, but that majority's belief didn't mean the earth reallywas flat when they believed it! Keep this in mind, and remember that everybody should avoid this type of logical fallacy.

(2) Patriotic Approach: "Draping oneself in the flag." This argument asserts that a certain stance is true or correct because it is somehow patriotic, and that those who disagree are unpatriotic. It overlaps withpathos andargumentum ad hominem to a certain extent. The best way to spot it is to look for emotionally charged terms like Americanism, rugged individualism, motherhood, patriotism, godless communism, etc. A true American would never use this approach. And a truly free man will exercise his American right to drink beer, since beer belongs in this great country of ours.This approach is unworthy of a good citizen.

(3) Snob Approach: This type of argumentum ad populum doesn't assert "everybody is doing it," but rather that "all the best people are doing it." For instance, "Any true intellectual would recognize the necessity for studying logical fallacies." The implication is that anyone who fails to recognize the truth of the author's assertion is not an intellectual, and thus the reader had best recognize that necessity.

In all three of these examples, the rhetorician does not supply evidence that an argument is true; he merely makes assertions about people who agree or disagree with the argument. For Christian students in religious schools like Carson-Newman, we might add a fourth category, " Covering Oneself in the Cross." This argument asserts that a certain political or denominational stance is true or correct because it is somehow "Christian," and that anyone who disagrees is behaving in an "un-Christian" or "godless" manner. (It is similar to thepatriotic approach except it substitutes a gloss of piety instead of patriotism.) Examples include the various "Christian Voting Guides" that appear near election time, many of them published by non-Church related organizations with hidden financial/political agendas, or the stereotypical crooked used-car salesman who keeps a pair of bibles on his dashboard in order to win the trust of those he would fleece. Keep in mind Moliere's question in Tartuffe: "Is not a face quite different than a mask?" Is not the appearance of Christianity quite different than actual Christianity? Christians should beware of such manipulation since they are especially vulnerable to it.

Appeal to Tradition ( Argumentum Ad Traditionem; aka Argumentum Ad Antiquitatem): This line of thought asserts that a premise must be true because people have always believed it or done it. For example, "We know the earth is flat because generations have thought that for centuries!" Alternatively, the appeal to tradition might conclude that the premise has always worked in the past and will thus always work in the future: "Jefferson City has kept its urban growth boundary at six miles for the past thirty years. That has been good enough for thirty years, so why should we change it now? If it ain't broke, don't fix it." Such an argument is appealing in that it seems to be common sense, but it ignores important questions. Might an alternative policy work even better than the old one? Are there drawbacks to that long-standing policy? Are circumstances changing from the way they were thirty years ago? Has new evidence emerged that might throw that long-standing policy into doubt?

Appeal to Improper Authority ( Argumentum Ad Verecundium, literally "argument from that which is improper"): An appeal to an improper authority, such as a famous person or a source that may not be reliable or who might not know anything about the topic. This fallacy attempts to capitalize upon feelings of respect or familiarity with a famous individual. It is not fallacious to refer to an admitted authority if the individual's expertise is within a strict field of knowledge. On the other hand, to cite Einstein to settle an argument about education or economics is fallacious. To cite Darwin, an authority on biology, on religious matters is fallacious. To cite Cardinal Spellman on legal problems is fallacious. The worst offenders usually involve movie stars and psychic hotlines. A subcategory is the Appeal to Biased Authority. In this sort of appeal, the authority is one who actually is knowledgeable on the matter, but one who may have professional or personal motivations that render his professional judgment suspect: for instance, "To determine whether fraternities are beneficial to this campus, we interviewed all the frat presidents." Or again, "To find out whether or not sludge-mining really is endangering the Tuskogee salamander's breeding grounds, we interviewed the owners of the sludge-mines, who declared there is no problem." Indeed, it is important to get "both viewpoints" on an argument, but basing a substantial part of your argument on a source that has personal, professional, or financial interests at stake may lead to biased arguments. As Upton Sinclair once stated, "It's difficult to get a man to understand something when his salary depends upon his not understanding it." Sinclair is pointing out that even a knowledgeable authority might not be entirely rational on a topic when he has economic incentives that bias his thinking.

Appeal to Emotion(Argumentum Ad Misericordiam, literally, "argument from pity"): An emotional appeal concerning what should be a logical issue during a debate. Whilepathos generally works to reinforce a reader's sense of duty or outrage at some abuse, if a writer tries to use emotion merely for the sake of getting the reader to accept what should be a logical conclusion, the argument is a fallacy. For example, in the 1880s, prosecutors in a Virginia court presented overwhelming proof that a boy was guilty of murdering his parents with an ax. The defense presented a "not-guilty" plea for on the grounds that the boy was now an orphan, with no one to look after his interests if the court was not lenient. This appeal to emotion obviously seems misplaced, and the argument is irrelevant to the question of whether or not he did the crime.

Argument from Adverse Consequences: Asserting that an argument must be false because the implications of it being true would create negative results. For instance, "The medical tests show that Grandma has advanced cancer. However, that can't be true because then she would die! I refuse to believe it!" The argument is illogical because truth and falsity are not contingent based upon how much we like or dislike the consequences of that truth. Grandma, indeed, might have cancer, in spite of how negative that fact may be or how cruelly it may affect us.

Argument from Personal Incredulity: Asserting that opponent's argument must be false because you personally don't understand it or can't follow its technicalities. For instance, one person might assert, "I don't understand that engineer's argument about how airplanes can fly. Therefore, I cannot believe that airplanes are able to fly." Au contraire, that speaker's own mental limitations do not limit the physical world-so airplanes may very well be able to fly in spite of a person's inability to understand how they work. One person's comprehension is not relevant to the truth of a matter.

COMPONENT FALLACIES : Component fallacies are errors in inductive and deductive reasoning or in syllogistic terms that fail to overlap.

Begging the Question (also called Petitio Principii, this term is sometimes used interchangeably withCircular Reasoning): If writers assume as evidence for their argument the very conclusion they are attempting to prove, they engage in the fallacy of begging the question. The most common form of this fallacy is when the first claim is initially loaded with the very conclusion one has yet to prove. For instance, suppose a particular student group states, "Useless courses like English 101 should be dropped from the college's curriculum." The members of the student group then immediately move on in the argument, illustrating that spending money on a useless course is something nobody wants. Yes, we all agree that spending money on useless courses is a bad thing. However, those students never did prove that English 101 was itself a useless course--they merely "begged the question" and moved on to the next "safe" part of the argument, skipping over the part that's the real controversy, the heart of the matter, the most important component. Begging the question is often hidden in the form of acomplex question (see below).

Circular Reasoning is closely related to begging the question. Often the writers using this fallacy word take one idea and phrase it in two statements. The assertions differ sufficiently to obscure the fact that that the same proposition occurs as both a premise and a conclusion. The speaker or author then tries to "prove" his or her assertion by merely repeating it in different words. Richard Whately wrote in Elements of Logic (London 1826): "To allow every man unbounded freedom of speech must always be on the whole, advantageous to the state; for it is highly conducive to the interest of the community that each individual should enjoy a liberty perfectly unlimited of expressing his sentiments." Obviously the premise is not logically irrelevant to the conclusion, for if the premise is true the conclusion must also be true. It is, however, logically irrelevant in proving the conclusion. In the example, the author is repeating the same point in different words, and then attempting to "prove" the first assertion with the second one. A more complex but equally fallacious type of circular reasoning is to create a circular chain of reasoning like this one: "God exists." "How do you know that God exists?" "The Bible says so." "Why should I believe the Bible?" "Because it's the inspired word of God." If we draw this out as a chart, it looks like this:

The so-called "final proof" relies on unproven evidence set forth initially as the subject of debate. Basically, the argument goes in an endless circle, with each step of the argument relying on a previous one, which in turn relies on the first argument yet to be proven. Surely God deserves a more intelligible argument than the circular reasoning proposed in this example!

Hasty Generalization ( Dicto Simpliciter, also called "Jumping to Conclusions," "Converse Accident"): Mistaken use of inductive reasoning when there are too few samples to prove a point. Example: "Susan failed Biology 101. Herman failed Biology 101. Egbert failed Biology 101. I therefore conclude that most students who take Biology 101 will fail it." In understanding and characterizing general situations, a logician cannot normally examine every single example. However, the examples used in inductive reasoning should be typical of the problem or situation at hand. Maybe Susan, Herman, and Egbert are exceptionally poor students. Maybe they were sick and missed too many lectures that term to pass. If a logician wants to make the case that most students will fail Biology 101, she should (a) get a very large sample--at least one larger than three--or (b) if that isn't possible, she will need to go out of his way to prove to the reader that her three samples are somehow representative of the norm. If a logician considers only exceptional or dramatic cases and generalizes a rule that fits these alone, the author commits the fallacy of hasty generalization.

One common type of hasty generalization is the Fallacy of Accident. This error occurs when one applies a general rule to a particular case when accidental circumstances render the general rule inapplicable. For example, in Plato's Republic, Plato finds an exception to the general rule that one should return what one has borrowed: "Suppose that a friend when in his right mind has deposited arms with me and asks for them when he is not in his right mind. Ought I to give the weapons back to him? No one would say that I ought or that I should be right in doing so. . . ." What is true in general may not be true universally and without qualification. So remember, generalizations are bad. All of them. Every single last one. Except, of course, for those that are not.

Another common example of this fallacy is the misleading statistic. Suppose an individual argues that women must be incompetent drivers, and he points out that last Tuesday at the Department of Motor Vehicles, 50% of the women who took the driving test failed. That would seem to be compelling evidence from the way the statistic is set forth. However, if only two women took the test that day, the results would be far less clear-cut. Incidentally, the cartoon Dilbert makes much of an incompetent manager who cannot perceive misleading statistics. He does a statistical study of when employees call in sick and cannot come to work during the five-day work week. He becomes furious to learn that 40% of office "sick-days" occur on Mondays (20%) and Fridays (20%)--just in time to create a three-day weekend. Suspecting fraud, he decides to punish his workers. The irony, of course, is that these two days compose 40% of a five day work week, so the numbers are completely average. Similar nonsense emerges when parents or teachers complain that "50% of students perform at or below the national average on standardized tests in mathematics and verbal aptitude." Of course they do! The very nature of an average implies that!

False Cause: This fallacy establishes a cause/effect relationship that does not exist. There are various Latin names for various analyses of the fallacy. The two most common include these types:

(1) Non Causa Pro Causa (Literally, "Not the cause for a cause"): A general, catch-all categoryfor mistaking a false cause of an event for the real cause.

(2) Post Hoc, Ergo Propter Hoc (Literally: "After this, therefore because of this"): This type of false cause occurs when the writer mistakenly assumes that, because the first event preceded the second event, it must mean the first event caused the later one. Sometimes it does, but sometimes it doesn't. It is the honest writer's job to establish clearly that connection rather than merely assert it exists. Example: "A black cat crossed my path at noon. An hour later, my mother had a heart-attack. Because the first event occurred earlier, it must have caused the badluck later." This is how superstitions begin.

The most common examples are arguments that viewing a particular movie or show, or listening to a particular type of music "caused" the listener to perform an antisocial act--to snort coke, shoot classmates, or take up a life of crime. These may be potential suspects for the cause, but the mere fact that an individual did these acts and subsequently behaved in a certain way does not yet conclusively rule out other causes. Perhaps the listener had an abusive home-life or school-life, suffered from a chemical imbalance leading to depression and paranoia, or made a bad choice in his companions. Other potential causes must be examined before asserting that only one event or circumstance alone earlier in time caused a event or behavior later. Formore information, seecorrelation and causation.

question at issue. It's similar to Irrelevant Conclusion (begging the question, above. Ignorantio Elenchi): This fallacy occurs when a rhetorician adapts an argument purporting to establish a particular conclusion and directs it to prove a different conclusion. For example, when a particular proposal for housing legislation is under consideration, a legislator may argue that decent housing for all people is desirable. Everyone, presumably, will agree. However, the question at hand concerns a particular measure. The question really isn't, "Is it good to have decent housing?" The question really is, "Will this particular measure actually provide it or is there a better alternative?" This type of fallacy is a common one in student papers when students use a shared assumption--such as the fact that decent housing is a desirable thing to have--and then spend the bulk of their essays focused on that fact rather than the real

One of the most common forms of Ignorantio Elenchi is the " Red Herring." A red herring is a deliberate attempt to change the subject or divert the argument from the real question at issue to some side-point; for instance, "Senator Jones should not be held accountable for cheating on his income tax. After all, there are other senators who have done far worse things." Another example: "I should not pay a fine for reckless driving. There are many other people on the street who are dangerous criminals and rapists, and the police should be chasing them, not harassing a decent tax-paying citizen like me." Certainly, worsecriminals do exist, but that it is another issue! The questions at hand are (1) did the speaker drive recklessly, and (2) should he pay a fine for it?

Another similar example of the red herring is the fallacy known as Tu Quoque (Latin for "And you too!"), which asserts that the advice or argument must be false simply because the person presenting the advice doesn't consistently follow it herself. For instance, "Susan the yoga instructor claims that a low-fat diet and exercise are good for you--but I saw her last week pigging out on oreos, so her argument must be a load of hogwash." Or, "Reverend Jeremias claims that theft is wrong, but how can theft be wrong if Jeremias himself admits he stole objects when he was a child?" Or "Thomas Jefferson made many arguments about equality and liberty for all Americans, but he himself kept slaves, so we can dismiss any thoughts he had on those topics."

: A subtype of the Straw Man Argument red herring, this fallacy includes any lame attempt to "prove" an argument by overstating, exaggerating, or over-simplifying the arguments of the opposing side. Such an approach is building a straw man argument. The name comes from the idea of a boxer or fighter who meticulously fashions a false opponent out of straw, like a scarecrow, and then easily knocks it over in the ring before his admiring audience. His "victory" is a hollow mockery, of course, because the straw-stuffed opponent is incapable of fighting back. When a writer makes a cartoon-like caricature of the opposing argument, ignoring the real or subtle points of contention, and then proceeds to knock down each "fake" point one-by-one, he has created a straw man argument.

For instance, one speaker might be engaged in a debate concerning welfare. The opponent argues, "Tennessee should increase funding to unemployed single mothers during the first year after childbirth because they need sufficient money to provide medical care for their newborn children." The second speaker retorts, "My opponent believes that some parasites who don't work should get a free ride from the tax money of hard-working honest citizens. I'll show you why he's wrong . . ." In this example, the second speaker is engaging in a straw man strategy, distorting the opposition's statement about medical care for newborn children into an oversimplified form so he can more easily appear to "win." However, the second speaker is only defeating a dummy-argument rather than honestly engaging in the real nuances of the debate.

Non Sequitur (literally, "It does not follow"): A non sequitur is any argument that does not follow from the previous statements. Usually what happened is that the writer leaped from A to B and then jumped to D, leaving out step C of an argument she thought through in her head, but did not put down on paper. The phrase is applicable in general to any type of logical fallacy, but logicians use the term particularly in reference to syllogistic errors such as theundistributed middle term, non causa pro causa, and ignorantio elenchi. A common example would be an argument along these lines: "Giving up our nuclear arsenal in the 1980's weakened the United States' military. Giving up nuclear weaponry also weakened China in the 1990s. For this reason, it is wrong to try to outlaw pistols and rifles in the United States today." There's obviously a step or two missing here.

The "Slippery Slope" Fallacy (also called "The Camel's Nose Fallacy") is anon sequitur in which the speaker argues that, once the first step is undertaken, a second or third step will inevitably follow, much like the way one step on a slippery incline will cause a person to fall and slide all the way to the bottom. It is also called "the Camel's Nose Fallacy" because of the image of a sheik who let his camel stick its nose into his tent on a cold night. The idea is that the sheik is afraid to let the camel stick its nose into the tent because once the beast sticks in its nose, it will inevitably stick in its head, and then its neck, and eventually its whole body. However, this sort of thinking does not allow for any possibility of stopping the process. It simply assumes that, once the nose is in, the rest must follow--that the sheik can't stop the progression once it has begun--and thus the argument is a logical fallacy. For instance, if one were to argue, "If we allow the government to infringe upon our right to privacy on the Internet, it will then feel free to infringe upon our privacy on the telephone. After that, FBI agents will be reading our mail. Then they will be placing cameras in our houses. We must not let any governmental agency interfere with our Internet communications, or privacy will completely vanish in the United States." Such thinking is fallacious; no logical proof has been provided yet that infringement in one area will necessarily lead to infringement in another, no more than a person buying a single can of Coca-Cola in a grocery store would indicate the person will inevitably go on to buy every item available in the store, helpless to stop herself. So remember to avoid the slippery slope fallacy; once you use one, you may find yourself using more and more logical fallacies.

Either/Or Fallacy (also called "the Black-and-White Fallacy," "Excluded Middle," "False Dilemma," or "False Dichotomy"): This fallacy occurs when a writer builds an argument upon the assumption that there are only two choices or possible outcomes when actually there are several. Outcomes are seldom so simple. This fallacy most frequently appears in connection to sweeping generalizations: "Either we must ban X or the American way of life will collapse." "We go to war with Canada, or else Canada will eventually grow in population and overwhelm the United States." "Either you drink Burpsy Cola, or you will have no friends and no social life." Either you must avoid either/or fallacies, or everyone will think you are foolish.

Faulty Analogy: Relying only on comparisons to prove a point rather than arguing deductively and inductively. For example, "education is like cake; a small amount tastes sweet, but eat too much and your teeth will rot out. Likewise, more than two years of education is bad for a student." The analogy is only acceptable to the degree a reader thinks that education is similar to cake. As you can see, faulty analogies are like flimsy wood, and just as no carpenter would build a house out of flimsy wood, no writer should ever construct an argument out of flimsy material.

Undistributed Middle Term: A specific type of error in deductive reasoning in which the minor premise and the major premise of asyllogism might or might not overlap. Consider these two examples: (1) "All reptiles are cold-blooded. All snakes are reptiles. All snakes are cold-blooded." In the first example, the middle term "snakes" fits in the categories of both "reptile" and "things-that-are-cold-blooded." (2) "All snails are cold-blooded. All snakes are cold-blooded. All snails are snakes." In the second example, the middle term of "snakes" does not fit into the categories of both "things-that-are-cold-blooded" and "snails." Sometimes,equivocation (see below) leads to an undistributed middle term.

Contradictory Premises (also known as a logical paradox): Establishing a premise in such a way that it contradicts another, earlier premise. For instance, "If God can do anything, he can make a stone so heavy that he can't lift it." The first premise establishes a deity that has the irresistible capacity to move other objects. The second premise establishes an immovable object impervious to any movement. If the first object capable of moving anything exists, by definition, the immovable object cannot exist, and vice-versa.

Closely related is the fallacy of Special Pleading, in which the writer creates a universal principle, then insists that principle does not for some reason apply to the issue at hand. For instance, "Everything must have a source or creator. Therefore God must exist and he must have created the world. What? Who created God? Well, God is eternal and unchanging--He has no source or creator." In such an assertion, either God must have His own source or creator, or else the universal principle of everything having a source or creator must be set aside-the person making the argument can't have it both ways.

FALLACIES OF AMBIGUITY : These errors occur with ambiguous words or phrases, the meanings of which shift and change in the course of discussion. Such more or less subtle changes can render arguments fallacious.

Equivocation: Using a word in a different way than the author used it in the original premise, or changing definitions halfway through a discussion. When we use the same word or phrase in different senses within one line of argument, we commit the fallacy of equivocation. Consider this example: "Plato says the end of a thing is its perfection; I say that death is the end of life; hence, death is the perfection of life." Here the word end means "goal" in Plato's usage, but it means "last event" or "termination" in the author's second usage. Clearly, the speaker is twisting Plato's meaning of the word to draw a very different conclusion. Compare withamphiboly, below.

Amphiboly (from the Greek word "indeterminate"): This fallacy is similar to equivocation. Here, the ambiguity results from grammatical construction. A statement may be true according to one interpretation of how each word functions in a sentence and false according to another. When a premise works with an interpretation that is true, but the conclusion uses the secondary "false" interpretation, we have the fallacy of amphiboly on our hands. In the command, "Save soap and waste paper," the amphibolous use of "waste" results in the problem of determining whether "waste" functions as a verb or as an adjective.

Composition: This fallacy is a result of reasoning from the properties of the parts of the whole to the properties of the whole itself--it is an inductive error. Such an argument might hold that, because every individual part of a large tractor is lightweight, the entire machine also must be lightweight. This fallacy is similar toHasty Generalization (see above), but it focuses on parts of a single whole rather than using too few examples to create a categorical generalization. Also compare it withDivision (see below).

Division: This fallacy is the reverse ofcomposition. It is the misapplication of deductive reasoning. One fallacy of division argues falsely that what is true of the whole must be true of individual parts. Such an argument notes that, "Microtech is a company with great influence in the California legislature. Egbert Smith works at Microtech. He must have great influence in the California legislature." This is not necessarily true. Egbert might work as a graveyard shift security guard or as the copy-machine repairman at Microtech--positions requiring little interaction with the California legislature. Another fallacy of division attributes the properties of the whole to the individual member of the whole:"Sunsurf is a company that sells environmentally safe products. Susan Jones is a worker at Sunsurf. She must be an environmentally minded individual." (Perhaps she is motivated by money alone?)

Fallacy of Reification (Also called " Fallacy of Misplaced Concreteness" by Alfred North Whitehead): The fallacy of treating a word or an idea as equivalent to the actual thing represented by that word or idea, or the fallacy of treating an abstraction or process as equivalent to a concrete object or thing. In the first case, we might imagine a reformer trying to eliminate illicit lust by banning all mention of extra-marital affairs or certain sexual acts in publications. The problem is that eliminating the words for these deeds is not the same as eliminating the deeds themselves. In the second case, we might imagine a person or declaring "a war on poverty." In this case, the fallacy comes from the fact that "war" implies a concrete struggle with another concrete entity which can surrender or be exterminated. "Poverty," however is an abstraction that cannot surrender or sign peace treaties, cannot be shot or bombed, etc. Reification of the concept merely muddles the issue of what policies to follow and leads to sloppy thinking about the best way to handle a problem. It is closely related to and overlaps with faulty analogy and equivocation.

FALLACIES O F OMISSION : These errors occur because the logician leaves out necessary material in an argument or misdirects others from missing information.

Stacking the Deck: In this fallacy, the speaker "stacks the deck" in her favor by ignoring examples that disprove the point and listing only those examples that support her case. This fallacy is closely related to hasty generalization, but the term usually implies deliberate deception rather than an accidental logical error. Contrast it with thestraw man argument.

'No True Scotsman' Fallacy: Attempting to stack the deck specifically by defining terms in such a narrow or unrealistic manner as to exclude or omit relevant examples from a sample. For instance, suppose speaker #1 asserts, "The Scottish national character is brave and patriotic. No Scottish soldier has ever fled the field of battle in the face of the enemy." Speaker #2 objects, "Ah, but what about Lucas MacDurgan? He fled from German troops in World War I." Speaker #1 retorts, "Well, obviously he doesn't count as a true Scotsman because he did not live up to Scottish ideals, thus he forfeited his Scottish identity." By this fallacious reasoning, any individual who would serve as evidence contradicting the first speaker's assertion is conveniently and automatically dismissed from consideration. We commonly see this fallacy when a company asserts that it cannot be blamed for one of its particularly unsafe or shoddy products because that particular one doesn't live up to its normally high standards, and thus shouldn't "count" against its fine reputation. Likewise, defenders of Christianity as a positive historical influence in their zeal might argue the atrocities of the eight Crusades do not "count" in an argument because the Crusaders weren't living up to Christian ideals, and thus aren't really Christians, etc. So, remember this fallacy. Philosophers and logicians never use it, and anyone who does use it by definition is not really a philosopher or logician.

Argument from the Negative: Arguing from the negative asserts that, since one position is untenable, the opposite stance must be true. This fallacy is often used interchangeably withArgumentum Ad Ignorantium (listed below) and the either/or fallacy (listed above). For instance, one might mistakenly argue that, since the Newtonian theory of mathematics is not one hundred percent accurate, Einstein's theory of relativity must be true. Perhaps not. Perhaps the theories of quantum mechanics are more accurate, and Einstein's theory is flawed. Perhaps they are all wrong. Disproving an opponent's argument does not necessarily mean your own argument must be true automatically, no more than disproving your opponent's assertion that 2+2=5 would automatically mean your argument that 2+2=7 must be the correct one. Keeping this mind, students should remember that arguments from the negative are bad, arguments from the positive must automatically be good.

Appeal to a Lack of Evidence( Argumentum Ad Ignorantium, literally "Argument from Ignorance"): Appealing to a lack of information to prove a point, or arguing that, since the opposition cannot disprove a claim, the opposite stance must be true. An example of such an argument is the assertion that ghosts must exist because no one has been able to prove that they do not exist. Logicians know this is a logical fallacy because no competing argument has yet revealed itself.

Hypothesis Contrary to Fact ( Argumentum Ad Speculum): Trying to prove something in the real world by using imaginary examples alone, or asserting that, if hypothetically X had occurred, Y would have been the result. For instance, suppose an individual asserts that if Einstein had been aborted in utero, the world would never have learned about relativity, or that if Monet had been trained as a butcher rather than going to college, the impressionistic movement would have never influenced modern art. Such hypotheses are misleading lines of argument because it is often possible that some other individual would have solved the relativistic equations or introduced an impressionistic art style. The speculation might make an interesting thought-experiment, but it is simply useless when it comes to actually proving anything about the real world. A common example is the idea that one "owes" her success to another individual who taught her. For instance, "You owe me part of your increased salary. If I hadn't taught you how to recognize logical fallacies, you would be flipping hamburgers at McDonald's for minimum wages right now instead of taking in hundreds of thousands of dollars as a lawyer." Perhaps. But perhaps the audience would have learned about logical fallacies elsewhere, so the hypothetical situation described is meaningless.

Complex Question (Also called the "Loaded Question"): Phrasing a question or statement in such as way as to imply another unproven statement is true without evidence or discussion. This fallacy often overlaps withbegging the question (above), since it also presupposes a definite answer to a previous, unstated question. For instance, if I were to ask you "Have you stopped taking drugs yet?" my hidden supposition is that you have been taking drugs. Such a question cannot be answered with a simple yes or no answer. It is not a simple question but consists of several questions rolled into one. In this case the unstated question is, "Have you taken drugs in the past?" followed by, "If you have taken drugs in the past, have you stopped taking them now?" In cross-examination, a lawyer might ask a flustered witness, "Where did you hide the evidence?" or "when did you stop beating your wife?" The intelligent procedure when faced with such a question is to analyze its component parts. If one answers or discusses the prior, implicit question first, the explicit question may dissolve.

Complex questions appear in written argument frequently. A student might write, "Why is private development of resources so much more efficient than any public control?" The rhetorical question leads directly into his next argument. However, an observant reader may disagree, recognizing the prior, implicit question remains unaddressed. That question is, of course, whether private development of resources really is more efficient in all cases, a point which the author is skipping entirely and merely assuming to be true without discussion.

To master logic more fully, become familiar with the tool of Occam's Razor.

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argument argumentum chaucer classical composition dr. doctor english fallacies fallacy kip logic logical logos lyle medieval middle pedagogy poetry policies renaissance research rhetoric shakespeare syllabus teaching wheeler writing

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This page is a resource for Doctor Wheeler's students in composition and literature. The page contains a list of logical fallacies from the Western European tradition of philosophy, and the intended audience is writing students taking freshman composition classes. The page is still under construction and I will be adding to this website over the term.

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attacking the person instead of attacking his argument. For example, "Von Daniken's books about ancient astronauts are worthless because he is a convicted forger and embezzler." (Which is true, but that's not why they're worthless.)
Another example is this syllogism, which alludes to Alan Turing's homosexuality:

Turing thinks machines think.
Turing lies with men.
Therefore, machines don't think.

(Note the equivocation in the use of the word "lies".)

A common form is an attack on sincerity. For example, "How can you argue for vegetarianism when you wear leather shoes ?" The two wrongs make a right fallacy is related.

A variation (related to Argument By Generalization) is to attack a whole class of people. For example, "Evolutionary biology is a sinister tool of the materialistic, atheistic religion of Secular Humanism." Similarly, one notorious net.kook waved away a whole category of evidence by announcing "All the scientists were drunk."

Another variation is attack by innuendo: "Why don't scientists tell us what they really know; are they afraid of public panic ?"

There may be a pretense that the attack isn't happening: "In order to maintain a civil debate, I will not mention my opponent's drinking problem." Or "I don't care if other people say you're [opinionated/boring/overbearing]."

Attacks don't have to be strong or direct. You can merely show disrespect, or cut down his stature by saying that he seems to be sweating a lot, or that he has forgotten what he said last week. Some examples: "I used to think that way when I was your age." "You're new here, aren't you ?" "You weren't breast fed as a child, were you ?" "What drives you to make such a statement ?" "If you'd just listen.." "You seem very emotional." (This last works well if you have been hogging the microphone, so that they have had to yell to be heard.)

Sometimes the attack is on the other person's intelligence. For example, "If you weren't so stupid you would have no problem seeing my point of view." Or, "Even you should understand my next point."

Oddly, the stupidity attack is sometimes reversed. For example, dismissing a comment with "Well, you're just smarter than the rest of us." (In Britain, that might be put as "too clever by half".) This is Dismissal By Differentness. It is related to Not Invented Here and Changing The Subject.

Ad Hominem is not fallacious if the attack goes to the credibility of the argument. For instance, the argument may depend on its presenter's claim that he's an expert. (That is, the Ad Hominem is undermining an Argument From Authority.) Trial judges allow this category of attacks.

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fallacy fallacious argument logic logical appeal flawed inconsistent

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If anyone is bothered by my using “he” everywhere, note
that “he” is the person arguing fallaciously.

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Age of Distraction: Why It's Crucial for Students to Learn to Focus | KQED

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Age of Distraction: Why It's Crucial for Students to Learn to Focus | KQED

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The ability to focus is a secret element to success that often gets ignored. "The more you can concentrate the better you'll do on anything, because whatever talent you have, you can't apply it if you are distracted," Goleman said. He pointed to research on athletes showing that when given a concentration test, the results accurately predicted how well each would perform in a game the next day.

Perhaps the most well known study on concentration is a longitudinal study conducted with over 1,000 children in New Zealand by Terrie Moffitt and Avshalom Caspi, psychology and neuroscience professors at Duke University. The study tested children born in 1972 and 1973 regularly for eight years, measuring their ability to pay attention and to ignore distractions. Then, the researchers tracked those same children down at the age of 32 to see how well they fared in life. The ability to concentrate was the strongest predictor of success.

"This ability is more important than IQ or the socio economic status of the family you grew up in for determining career success, financial success and health," Goleman said. That could be a problem for students in the U.S. who often seem addicted to their devices, unable to put them down for even a few moments. Teachers say students are unable to comprehend the same texts that generations of students that came before them could master without problems, said Goleman. These are signs that educators may need to start paying attention to the act of attention itself. Digital natives may need help cultivating what was once an innate part of growing up.

"It's very important to amp up the focus side of the equation," Goleman said. He's not naive about the role digital devices play in society today, but he does believe that without managing how devices affect kids better they'll never learn the attention skills they'll need to succeed in the long term.

"There's a need now to teach kids concentration abilities as part of the school curriculum," Goleman said. "The more children and teens are natural focusers, the better able they'll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy."

Some argue that the current generation of students grew up with digital devices and are much better at multitasking than their parents. But the idea of multitasking is a myth, Goleman said. When people say they're "multitasking," what they are really doing is something called "continuous partial attention," where the brain switches back and forth quickly between tasks. The problem is that as a student switches back and forth between homework and streaming through text messages, their ability to focus on either task erodes. That trend is less pronounced when the actions are routine, but it could have significant implications for how deeply a student understands a new concept.

"If you have a big project, what you need to do every day is have a protected time so you can get work done," Goleman said. For his part, when he's writing a book, Goleman goes to his studio where there is no email, no phone, nothing to distract him. He'll work for several hours and then spend designated time responding to people afterwards.

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Age of Distraction: Why It's Crucial for Students to Learn to Focus | KQED

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The ability to focus is a secret element to success that often gets ignored. "The more you can concentrate the better you'll do on anything, because whatever talent you have, you can't apply it if you are distracted," Goleman said.

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On the Advantages of Having Middle and High School Students Use Paper Notebooks | Edutopia

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On the Advantages of Having Middle and High School Students Use Paper Notebooks | Edutopia

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We all saw it over and over during the pandemic year: In the face of remote and hybrid learning, students spent hours tethered to iPads and Chromebooks, all day, every day. While such technology thankfully allowed for online learning that would have been inconceivable a decade ago, excessive screen time has been linked to a host of deleterious effects.

In a bid to reclaim some balance between digital and analog learning, I will require students to use paper notebooks this coming year. Paper notebooks can help draw young people's attention away from screens, and they offer several educational benefits.

Organization

Using a notebook compels students to become more deliberate in the organization and presentation of their notes. Plenty of apps provide ways to create and manage notes, but I've found that using notebooks places more responsibility on the students to find, adapt, and stick to a method that works best for them.

Moreover, when students zero in on and practice a note-taking system that can keep them organized, they're building a lifelong skill that can help them process and transcribe data and facts efficiently, which is relevant for a variety of professions.

I plan on coaching my students on the Cornell Note-taking System so they can consistently organize takeaways from lectures and questions. I'll also share with them how handwriting, legibility, and even aesthetics take on more importance when writing in a notebook and encourage them to develop symbols or shorthand techniques to quickly capture information from fast-moving lectures or slide shows.

Fewer Distractions

Students using devices to take notes are often bombarded with updates, messages, and notifications, plus they're distracted by the ever-present temptation to search the web. Authentic learning, however, requires concentration and deep, uninterrupted immersion in a topic.

According to University of Michigan medical professor Michael Hortsch, constant distractions might inhibit the mind's ability to retain information. Similarly, psychologist Daniel Goleman has noted that the ability to focus is "more important than IQ or the socioeconomic status of the family you grew up in for determining career success, financial success, and health."

Students might assert that they can adeptly juggle a multitude of tasks. However, research indicates that humans are not wired to multitask: According to the Cleveland Clinic, multitasking makes us " less efficient and more prone to errors."

Paper notebooks alone won't solve the crisis of concentration or the multitasking problem. Students will continue to daydream and doodle, but carving out a tech-free time to take notes or answer questions on paper allows students a short reprieve from digital distractions.

Note-Taking by Hand

Taking notes by hand (as opposed to typing) aids learning and the retention of information. According to Cindi May, a professor of psychology at the College of Charleston, "Students who used longhand remembered more and had a deeper understanding of the material."

A study by Pam A. Mueller of Princeton University and Daniel M. Oppenheimer of UCLA compared students who typed notes with ones who took notes by hand. They found little statistical difference in either group's ability to recall simple facts, but students who took notes by hand answered "conceptual application" questions-subjective, higher-level questions-better than those who typed notes. For teachers who don't wish to mandate paper notebooks, there are note-taking apps such as Notability, Noteshelf, and GoodNotes that allow students to use a stylus to take notes by hand.

Whatever the method, taking notes by hand will also give students much-needed practice for college, where they may not be allowed to use electronics in the classroom.

Progress Monitoring and Grading

When I review my students' notebooks, I can quickly see if they're following directions and keeping up with the material satisfactorily or if they're taking disorganized or incomprehensible notes. In the latter case, I can instruct them on how to take better notes. I may deduct points from the assignment if the student does not adhere to an orderly system. In one class, I made notebook grades equivalent to assessment grades, a great incentive for students to maintain organized, high-quality notes.

When I graded notebooks before Covid, once every two weeks I collected them (usually on test day). I randomly chose one set of questions I had assigned for homework or notes from a lecture I had given. I checked that each student had the answer or lecture notes in their notebook in the appropriate section, dated correctly, and in the style I had instructed them in. For instance, I required complete sentences for all answers. In the case of answers to textbook or in-class questions, I typically checked for correctness.

When I require and grade notebooks, I find that I limit the amount of grading I have to do, and grading, on the whole, becomes easier. Because students don't need to turn in every assignment, I can check one, several, or all of the components of assignments in batches when they turn in their notebooks.

Teachers can grade notebooks in a multitude of ways: organization, completion, legibility, correct answers for questions, etc.

An Opportunity for Creativity

One might think that a traditional notebook excludes opportunities for the student to think creatively, but this is not the case. Ask students to pause, look at their notes, and sketch an image next to key points. (Drawing helps with retention and memory.) Try incorporating Doodle Notes, or have students transform their paper notebooks into colorful interactive notebooks.

I have asked students to create maps on blank paper, or label and color predrawn maps, before cutting them out and gluing them in their notebooks. Having students utilize not only a pen and paper for class, but also colored pencils, markers, tape, glue, and scissors, can benefit students by adding a tactile dimension to note-taking.

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We all saw it over and over during the pandemic year: In the face of remote and hybrid learning, students spent hours tethered to iPads and Chromebooks, all day, every day. While such technology thankfully allowed for online learning that would have been inconceivable a decade ago, excessive screen time has been linked to a host of deleterious effects.

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Logic Shrink: A Game That Teaches Students to Spot Logical Fallacies | Edutopia

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Logic Shrink: A Game That Teaches Students to Spot Logical Fallacies | Edutopia

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Afterwards, when the lively score-keeping has ended there will be something new in the room. It may be unfamiliar at first. It's a state of being that requires no strawman, no slippery slope. It's logical thinking.

Now just envision the game being played over and over, from classrooms to living rooms to sports bars, spreading this thing called logic across all our so-called divisions. Even if every snarky pundit huffed off the airwaves the game wouldn't have to end. We'd just spread nice thick layers of logic in plenty of other places.
How To Play Logic Shrink
The basic format is to watch or listen to two sides of an issue as presented by pundits, politicians, or other talking heads. Using a guide to logical fallacies, players call out any errors they perceive. The first person to call out a fallacy that at least a third of other players agree is correctly identified, gains points. Players who correctly estimate in advance how many fallacies will be committed by each side gain points too.

1. First, print out or otherwise make available a list of logical fallacies. (See list of resources below.) As with any game, the players won't be immediately familiar with all of these fallacies nor the names they're commonly called. Shorten the list to the most common fallacies for new players or younger children. Give a little time in advance of each game for players to go over the list. It seems dull now, but it won't when players use the list to score points. Liven up the logical fallacy list any way you like, perhaps giving an introduction to each as a stand-up comedy routine or asking each player to offer an example of a logical fallacy they've heard recently.

2. Locate competing sources. That might be conservative versus liberal shows. It might be a political debate. It might be two podcasters squaring off on an inflammatory issue. It's best if the sources are taped or otherwise pause-able, because you'll be stopping them a few times. Start with no more than ten minutes of each. Maybe five.

3. Scoring. This is your game so you may keep score any way you choose. Here are my suggestions. At the beginning of each game, guess the number of fallacies each different segment will provide and put that number at the top of your list or other scoring method. Then keep track of fallacies outed. The easiest way? Provide two different colored pencils to each player (helpful for designating which source committed which fallacy), then let players check off each fallacy on the list they hear. They must be the first to call out the fallacy aloud to earn points. You can get more high tech if you'd like, there are all sorts of student response systems (SRS), audience response systems (ARS), and personal response systems (PRS) available for smart phones and tablets. You can even make a wall-sized board that lights up when players touch a remote. This game is ripe for geekifying.

4. Disputing scores. This is where it gets, shall we say, energized. Stick to the statements heard and the way those statements fit on the list of logical fallacies. No insertion of outside facts, tempting as this may be. The goal of the game is only to discover illogical rhetoric. Be the first to call out a logical fallacy, you get five points if at least a third of other players agree by a quick show of hands. Other players can dispute the exact fallacy you claim or that any fallacy exists. (The recording will need to be turned off or backed up a few times.) Everyone should add the agreed-upon fallacies out to their overall score sheet, seeing who gets closest to their pre-game estimates. At the end, the closest overall estimator gets 25 points. Also add up scores earned during the game. Grand total wins, although we all know, logic does.

To recap
Pass out list of logical fallacies.

Go over them together.

Explain scoring.

Start the show, stopping when necessary to sort out all the yelling and raised hands.

Finish by adding up scores.

Cheer for the elevation of reason and logic.

Let me how you play, and improve on, Logic Shrink. If you come up with a great app or device to use with Logic Shrink, feel free to give me a cut. So far, tirelessly advancing good causes hasn't paid me a nickel.
Logical fallacy lists

Download a free fallacies poster https://yourlogicalfallacyis.com

http://encyclopedia.kids.net.au/page/lo/Logical_fallacy

http://don-lindsay-archive.org/skeptic/arguments.html#pious_fraud

http://web.cn.edu/kwheeler/fallacies_list.html

Other logical fallacy resources

Six animations explaining some critical thinking basics, including several logical fallacies. https://www.brainpickings.org/index.php/2012/02/09/critical-thinking/

Prezi on Fallacies for Children using old advertisements as examples https://prezi.com/o4twu1u-n10a/fallacies-for-children/

An Illustrated Book of Bad Arguments by Ali Almossawi ages 10 and up

The Fallacy Detective by Nathaniel Bluedom, ages 12 and up

Mastering Logical Fallacies by Michael Withey, high school and up

Need two competing sources?
Try five minutes from the conservative side such as:

The Glenn Beck Program http://www.glennbeck.com/content/radio/

The Rush Limbaugh Show http://www.rushlimbaugh.com/

Fox & Friends http://www.foxnews.com/on-air/fox-and-friends/index.html

and five minutes from the liberal side such as:

The Rachel Maddow Show http://www.msnbc.com/rachel-maddow-show

Thom Hartmann http://www.thomhartmann.com/

Democracy Now http://www.stitcher.com/podcast/democracy-now

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Logic Shrink: A Game That Teaches Students to Spot Logical Fallacies

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Afterwards, when the lively score-keeping has ended there will be something new in the room. It may be unfamiliar at first. It's a state of being that requires no strawman, no slippery slope. It's logical thinking. Now just envision the game being played over and over, from classrooms to living rooms to sports bars, spreading this thing called logic across all our so-called divisions.

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GaiaEducation.org – Design for Sustainability

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GaiaEducation.org – Design for Sustainability

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Ecovillage Design Education programmes, often referred to as 'EDEs', provide participants of all ages with the knowledge and practical skills to design a society which uses energy and materials with greater efficiency, distributes wealth fairly and strives to eliminate the concept of waste.

Our immersive Face-to-Face programmes are known to have transformed lives. Previous participants have become agents of positive culture change in their communities and regional economies, they've co-created social enterprises and cooperatives, started community projects and became trainers for sustainability themselves - to name only a few paths you can take afterwards. The course will equip you with skills and knowledge you will be able to put into action in any field or sector you are involved with.

Participants become change agents and sustainability designers, taking active roles in transitioning their existing communities, institutions and neighbourhoods, to more sustainable patterns of production and consumption, as well as leading more joyful, more meaningful and healthier lives.

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Gaia Education is a leading provider of sustainability training. With Courses and projects for education for sustainable development.

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Gaia Education is an international NGO based in Scotland and Belgium which provides participants with the knowledge and skills to design a thrivin...

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EREN - Ecological Research as Education Network

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EREN - Ecological Research as Education Network

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EREN - Ecological Research as Education Network

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Home | EREN - Ecological Research as Education Network

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One of the best workshops of #ESA2021! @NEON_sci Education: Integrating Open Data and R into the Undergraduate Classroom. With Marie Faust @NEON_sci @marney_pratt @mheard25 @bristleweed @ERENweb Laurie Anderson! Check out their slides & talks: https://cdmcd.co/Z4DLv9 @ESA_org

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Simulations and Virtual Labs - Open Educational Resources - Library Guides at Colorado School of Mines

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Simulations and Virtual Labs - Open Educational Resources - Library Guides at Colorado School of Mines

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Library Guides: Open Educational Resources: Simulations and Virtual Labs

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An introduction to open educational resources (OER).

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TestTubeGames | Bringing Science to Life

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TestTubeGames | Bringing Science to Life

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Who I Am

I'm Andy - an escaped physics grad student turned science educator. I created TestTubeGames in 2011, with a mission of creating interactive science projects. Many of my projects can be found free on this site, so take a look around.

Client Work

In addition to making my own games, I regularly take on contract work for clients. If you have a science game you want built, a museum exhibit that needs software, or an educational game you want to prototype, get in touch. For an example of this, check out Bond Breaker.

Consulting

Are you a science game developer? Are you looking for feedback or guidance on your project? I don't know much, but I do know there's not tons of folks doing things like this. I set aside a bit of time each week for free consulting. So get in touch!

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Tons of science games and simulations. Relativity, Electromagnetism, Particle Physics, Evolution, Gravity, you name it, you can play it!

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🔊 Read website aloud (Text-to-Speech synthesis) Psychological Reactance is an unpleasant motivational arousal (reaction) to offers, persons, rules, or regulations that threaten or eliminate specific behavioral freedoms. Reactance occurs when a person feels that someone or something is taking away their choices or limiting the range of alternatives.

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Logistics

Course: INFO 270 / BIOL 270. University of Washington
Next offered: Autumn Quarter 2019
Credit: 3 credits, graded
Enrollment: To be determined
Instructors: Carl T. Bergstrom and Jevin West
Synopsis: Our world is saturated with bullshit. Learn to detect and defuse it.

Learning Objectives

Our learning objectives are straightforward. After taking the course, you should be able to:

Remain vigilant for bullshit contaminating your information diet.

Recognize said bullshit whenever and wherever you encounter it.

Figure out for yourself precisely why a particular bit of bullshit is bullshit.

Provide a statistician or fellow scientist with a technical explanation of why a claim is bullshit.

Provide your crystals-and-homeopathy aunt or casually racist uncle with an accessible and persuasive explanation of why a claim is bullshit.

We will be astonished if these skills do not turn out to be among the most useful and most broadly applicable of those that you acquire during the course of your college education.

Schedule and readings

Each of the week-long modules will explore one specific facet of bullshit. For each week, a set of required readings are assigned. Supplementary readings are also provided for those who wish to delve deeper.
Modules
Week 1. Introduction to bullshit. What is bullshit? Concepts and categories of bullshit. The art, science, and moral imperative of calling bullshit. Brandolini's Bullshit Asymmetry Principle.

Supplementary readings

G. A. Cohen (2002) Deeper into Bullshit. Buss and Overton, eds., Contours of Agency: Themes from the Philosophy of Harry Frankfurt Cambridge, Massachusetts: MIT Press.

Philip Eubanks and John D. Schaeffer (2008) A kind word for bullshit: The problem of academic writing. College Composition and Communication 59(3): 372-388

J. L. Austin Performative Utterance, in Austin, Urmson, and Warnock (1979) Philosophical Papers. Clarendon.

Week 2. Spotting bullshit. Truth, like liberty, requires eternal vigilance. How do you spot bullshit in the wild? Effect sizes, dimensions, Fermi estimation, and checks on plausibility. Claims and the interests of those who make them. Forensic data analysis: GRIM test, Newcomb- Benford law.

Week 3. The natural ecology of bullshit. Where do we find bullshit? Why news media provide bullshit. TED talks and the marketplace for upscale bullshit. Why social media provide ideal conditions for the growth and spread of bullshit.

Week 4. Causality One common source of bullshit data analysis arises when people ignore, deliberately or otherwise, the fact that correlation is not causation. The consequences can be hilarious, but this confusion can also be used to mislead. Confusing causality with necessity or sufficiency. Regression to the mean pitched as treatment effect. Milton Friedman's thermostat. Selection masked as transformation.

Supplementary reading

Karl Pearson (1897) On a Form of Spurious Correlation which may arise when Indices are used in the Measurement of Organs. Proceedings of the Royal Society of London 60: 489-498. For context see also Aldrich (1995).

Week 5. Statistical traps and trickery. Bayes rule and conditional probabilities. Base-rate fallacy / prosecutor's fallacy. Simpson's paradox. Data censoring. Will Rogers effect, lead-time bias, and length time bias. Means versus medians. Importance of higher moments.

Week 6. Data visualization. Data graphics can be powerful tools for understanding information, but they can also be powerful tools for misleading audiences. We explore the many ways that data graphics can steer viewers toward misleading conclusions.

Supplementary Reading

Alberto Cairo (2019) How Charts Lie: Getting Smarter about Visual Information. W.W. Norton and Company.

Edward Tufte (1983) The Visual Display of Quantitative Information. Chapters 2 (Graphical integrity) and 5 (Chartjunk: vibrations, grids, and ducks).

Week 7. Big data. When does any old algorithm work given enough data, and when is it garbage in, garbage out? Use and abuse of machine learning. Misleading metrics. Goodhart's law.

Supplementary reading

Cathy O'Neil (2016) Weapons of Math Destruction Crown Press.

Peter Lawrence (2014) The mismeasurement of science. Current Biology 17:R583-585

Week 8. Publication bias. Even a community of competent scientists all acting in good faith can generate a misleading scholarly record when - as is the case in the current publishing environment - journals prefer to publish positive results over negative ones. In a provocative and hugely influential 2005 paper, epidemiologist John Ioannides went so far as to argue that this publication bias has created a situation in which most published scientific results are probably false. As a result, it's not clear that one can safely rely on the results of some random study reported in the scientific literature, let alone on Buzzfeed. Once corporate funders with private agendas become involved, matters become all the more complicated.

Supplementary Reading

Week 9. Predatory publishing and scientific misconduct. Predatory publishing. The list formerly known as Beall's. Publishing economics. Pathologies of publish-or-perish culture. Pursuit of PR instead of progress. Data dredging, p-hacking, and similar malfeasance.

Supplementary Reading

J. P. Simmons et al. (2011) False-Positive Psychology: Undisclosed Flexibility in Data Collection and Analysis Allows Presenting Anything as Significant.Psychological Science 22:1359-1366

Week 10. The ethics of calling bullshit. Where is the line between deserved criticism and targeted harassment? Is it, as one prominent scholar argued, "methodological terrorism" to call bullshit on a colleague's analysis? What if you use social media instead of a peer-reviewed journal to do so? How about calling bullshit on a whole field that you know almost nothing about? Pubpeer. Principles for the ethical calling of bullshit. The Dunning-Kruger effect. Differences between being a hard-minded skeptic and being a domineering jerk.

Week 11. Fake news.. Fifteen years ago, nascent social media platforms offered the promise of a more democratic press through decentralized broadcasting and a decoupling of publishing from advertising revenue. Instead, we get sectarian echo chambers and, lately, a serious assault on the very notion of fact. Not only did fake news play a substantive role in the November 2016 US elections, but recently a fake news story actually provoked nuclear threats issued by twitter.

Week 12. Refuting bullshit. Refuting bullshit requires different approaches for different audiences. What works for a quantitatively-skilled professional scientist won't always convince your casually racist uncle on facebook, and vice versa.

Exercises

Exercise 1: A bullshit inventory. How much bullshit are you dealing with, anyway? Keep track of your encounters with bullshit over the course of a week, and come up with a way to visualize your results.

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Course: INFO 270 / BIOL 270. University of Washington Next offered: Autumn Quarter 2019 Credit: 3 credits, graded Enrollment: To be determined Instructors: Carl T. Bergstrom and Jevin West Synopsis: Our world is saturated with bullshit. Learn to detect and defuse it. Our learning objectives are straightforward.

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Academy Science | California Academy of Sciences

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Academy Science | California Academy of Sciences

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Academy Science | California Academy of Sciences

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Academy Science videos provide an in-depth look at the latest discoveries, research findings, and aha! moments emerging from Academy scientists and curators around the world. Subscribe to this playlist on YouTube!

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Science + Technology – Views & Research – The Conversation

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Science + Technology – Views & Research – The Conversation

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Science + Technology - Views & Research - The Conversation

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Curated by professional editors, The Conversation offers informed commentary and debate on the issues affecting our world. Plus a Plain English guide to the latest developments and discoveries from the university and research sector.

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elementary school // middle school // high school // university

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SlidesCarnival: Best Free PPT Templates and Google Slides Themes

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SlidesCarnival: Best Free PPT Templates and Google Slides Themes

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SlidesCarnival: Free PowerPoint & Google Slides Templates That Stand Out

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Captivate your audience with our collection of professionally-designed PowerPoint and Google Slides templates. Boost your presentations and make a lasting impression!

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Science News in High Schools | Classroom resources for educators

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Science News in High Schools | Classroom resources for educators

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Skip to content

Search our rich collection of reading and data comprehension questions, cross-curricular discussion prompts, hands-on activities and timely Educator Guides tied to the award-winning journalism in Science News magazine.

TIP! Once you've searched by keyword, you can refine your search by topic, exercise type, date and NGSS-Disciplinary Core Ideas to find the resources that best support your teaching goals.

About this guide

In this guide, students will answer questions about how scientists discovered that octopuses laying eggs in warm waters near geothermal springs are speeding up hatching. Students will then define rates and their units of measurement for biological and chemical processes and discuss factors that affect rates.

Student Exercises

Reading comprehension questions are tied to articles and graphs from Science News.

Browse Questions

Discussion prompts encourage students to explore research-related concepts and make connections across fields of science.

Browse Prompts

Hands-on experiments, debates, data dives, and diagramming and design exercises put students at the center of their learning.

Browse Activities

Sign up if you're interested in receiving free Science News magazines plus educator resources next school year. The Society for Science's Science News in High Schools program serves nearly 5,000 public high schools across the United States and worldwide.

Learn More

Society for Science

Science News

Science News offers a concise, current and comprehensive overview of the latest scientific research. Stories are appropriate for readers grades 9 and up. Read Science News.

Science News for Students

Science News for Students covers science, health and technology for a younger audience, their parents and teachers. Stories are appropriate for readers grades 5 and up. Read Science News for Students.

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Skip to content Search our rich collection of reading and data comprehension questions, cross-curricular discussion prompts, hands-on activities and timely Educator Guides tied to the award-winning journalism in Science News magazine. TIP! Once you've searched by keyword, you can refine your search by topic, exercise type, date and NGSS-Disciplinary Core Ideas to find the resources that best support your teaching goals.

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Basic Science Tutorials, Quizzes, and Help | Sophia Learning

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Basic Science Tutorials, Quizzes, and Help | Sophia Learning

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Basic Science Tutorials, Quizzes, and Help | Sophia Learning

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If you're looking for a crash course in all things science, look no further. Basic Science includes a little bit of information about a lot of scientific topics. Have you ever wondered why animals have changed over millions of years? Are you curious about the mystery of how cells are decoded to create every unique living creature including you?

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Science Basics Tutorials, Quizzes, and Help | Sophia Learning

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Science Basics Tutorials, Quizzes, and Help | Sophia Learning

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Science Basics Tutorials, Quizzes, and Help | Sophia Learning

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Before achieving advanced skills within the Sciences department, it is necessary to master Science Basics. Acquire strong foundational skills with Parts of a Microscope and Metric System Measurements. By Using Graphs to Analyze Data, you will learn to predict, interpret and measure scientific correlations by differentiating between variables and the impact they have on each other.

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A |preposition| Ablative - Away from, From Ab |preposition| Ablative - From, away from Abdere |verb| Abdo, Abdere, Abdui, Abdus - To hide Abesse |verb| Absum, Abesse, Afui, Afuturus - To be away, be absent, be distant Abhinc |adverb| - Ago, from here Abire |verb| Abeo, Abire, Abii, Abitus -

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ClipArt ETC: Free Educational Illustrations for Classroom Use

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ClipArt ETC: Free Educational Illustrations for Classroom Use

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ClipArt ETC: Free Educational Illustrations for Classroom Use

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ClipArt ETC provides students and teachers with over 71,500 pieces of quality educational clipart. Every illustration comes with a choice of image size as well as complete source information for proper citations in school projects. All images are appropriate for classroom use. You’ll find no advertisements, pop-ups, or inappropriate links here. A friendly license allows teachers and students to use up to 50 free clipart items in a single, non-commercial, school project without further permission. This free classroom resource is supported entirely by the fees received from the commercial users of the site.

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The Biology Book: From the Origin of Life to Epigenetics, 250 Milestones in the History of Biology (2015)

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The Biology Book: From the Origin of Life to Epigenetics, 250 Milestones in the History of Biology (2015)

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The Biology Book: From the Origin of Life to Epigenetics, 250 Milestones in the History of Biology (2015)
Introduction Origin of Life Last Universal Common Ancestor Prokaryotes Eukaryotes Arthropods Medulla: The Vital Brain Land Plants Devonian Period Plant Defenses against Herbivores Amphibians Seeds of Success Gymnosperms Angiosperms Amazon Rainforest Neanderthals Anatomically Modern Humans Plant-Derived Medicines Wheat: The Staff of Life Agriculture Domestication of Animals Coral Reefs Rice Cultivation Mummification Animal Navigation Four Humors Aristotle's The History of Animals Animal Migration Pliny's Natural History Skeletal System Pulmonary Circulation Leonardo's Human Anatomy Sense of Hearing Vesalius's De humani corporis fabrica Metabolism Scientific Method Harvey's De motu cordis Mechanical Philosophy of Descartes Lymphatic System Blood Cells Refuting Spontaneous Generation Phosphorus Cycle Ergotism and Witchcraft Leeuwenhoek's Microscopic World Spermatozoa Miasma Theory Circadian Rhythms Blood Pressure Linnaean Classification of Species Cerebrospinal Fluid Regeneration Theories of Germination Artificial Selection (Selective Breeding)Animal Electricity Gas Exchange Nervous System Communication Paleontology Population Growth and Food Supply Lamarckian Inheritance Germ-Layer Theory of Development Cell Nucleus Darwin and the Voyages of the Beagle Anatomy Act of 1832 Human Digestion Fossil Record and Evolution Nitrogen Cycle and Plant Chemistry Cell Theory Plant Nutrition Urine Formation Apoptosis (Programmed Cell Death)Homology versus Analogy Photosynthesis Optical Isomers Testosterone Trichromatic Color Vision Homeostasis The Liver and Glucose Metabolism Microbial Fermentation Darwin's Theory of Natural Selection Ecological Interactions Invasive Species Localization of Cerebral Function Biological Mimicry Mendelian Inheritance Ontogeny Recapitulates Phylogeny Hemoglobin and Hemocyanin Deoxyribonucleic Acid (DNA)Sexual Selection Coevolution Nature versus Nurture Biogeography Marine Biology Phototropism Thermoreception Innate Immunity Germ Plasm Theory of Heredity Negative Feedback Germ Theory of Disease Animal Coloration Neuron Doctrine Endotoxins Global Warming Adaptive Immunity Associative Learning Ehrlich's Side-Chain Theory Malaria-Causing Protozoan Parasite Ecological Succession Animal Locomotion Genetics Rediscovered Ovaries and Female Reproduction Blood Types Tissue Culture Secretin: The First Hormone Dendrochronology Blood Clotting Radiometric Dating Probiotics Why Does the Heart Beat? Hardy-Weinberg Equilibrium Genes on Chromosomes Cancer-Causing Viruses Continental Drift Vitamins and Beriberi Thyroid Gland and Metamorphosis X-Ray Crystallography Bacteriophages Biotechnology Neurotransmitters Inborn Errors of Metabolism Embryonic Induction Timing Fertility Mitochondria and Cellular Respiration"The Monkey Trial"Population Ecology Insect Dance Language Antibiotics Progesterone Osmoregulation in Freshwater and Marine Fish Electron Microscope Imprinting Factors Affecting Population Growth Evolutionary Genetics Coelacanth: "The Living Fossil"Action Potential One Gene-One Enzyme Hypothesis Biological Species Concept and Reproductive Isolation Arabidopsis: A Model Plant DNA as Carrier of Genetic Information Green Revolution Bacterial Genetics Reticular Activating System Phylogenetic Systematics The Immortal HeLa Cells Cloning (Nuclear Transfer)Amino Acid Sequence of Insulin Pattern Formations in Nature Nerve Growth Factor Miller-Urey Experiment The Double Helix Acquired Immunological Tolerance and Organ Transplantation Sliding Filament Theory of Muscle Contraction Prenatal Genetic Testing DNA Polymerase Second Messengers Protein Structures and Folding Bioenergetics Central Dogma of Molecular Biology Bionics and Cyborgs Pheromones Energy Balance Chimpanzee Use of Tools Cellular Senescence Cracking the Genetic Code for Protein Biosynthesis Operon Model of Gene Regulation Thrifty Gene Hypothesis Silent Spring Hybrids and Hybrid Zones Brain Lateralization Animal Altruism Optimal Foraging Theory Bacterial Resistance to Antibiotics Endosymbiont Theory Multi-Store Model of Memory Hypothalamic-Pituitary Axis Systems Biology Cellular Determination Cell Cycle Checkpoints Punctuated Equilibrium Sustainable Development Parental Investment and Sexual Selection Cholesterol Metabolism Sense of Taste Monoclonal Antibodies Sociobiology Cancer-Causing Genes Bioinformatics In Vitro Fertilization (IVF)Biological Magnification Can Living Organisms Be Patented? Genetically Modified Crops HIV and AIDS Polymerase Chain Reaction DNA Fingerprinting Mitochondrial Eve Depletion of the Ozone Layer Domains of Life Sense of Smell Leptin: The Thinness Hormone Human Genome Project Protist Taxonomy Induced Pluripotent Stem Cells Viral Mutations and Pandemics Deepwater Horizon (BP) Oil Spill Translational Biomedical Research Albumin From Rice Human Microbiome Project Epigenetics American Chestnut Tree Blight De-Extinction Oldest DNA and Human Evolution Further Reading ﻿

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The Biology Book: From the Origin of Life to Epigenetics, 250 Milestones in the History of Biology (2015)

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From the emergence of life, to Leewenhoek's microscopic world, to GMO crops, this book presents 250 landmarks in the most widely studied scientific field. Brief, engaging, and colorfully illustrated synopses introduce readers to every major subdiscipline, including cell theory, genetics, evolution, physiology, thermodynamics, molecular biology, and ecology.

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Safety Terms for Science Teachers - American Chemical Society

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Safety Terms for Science Teachers - American Chemical Society

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Fetotoxicant

A substance that enters the maternal and placental circulation and causes injury or death to the fetus.

Flammable

A substance that easily catches fire. As defined by the GHS, a flammable substance is one that has a flash point at or above 73 °F (23 °C) and below 140 °F (60 °C). A highly flammable substance has a flash point below 73 °F (23 °C) and an initial boiling point above 95° F (35° C). An extremely flammable substance has a flash point below 73° F (23° C) and an initial boiling point below 95° F (35° C). ¹

Flash point

The lowest temperature at which a liquid or solid can produce a vapor sufficient to form an ignitable mixture in the air. The lower the flash point, the easier it is to ignite the material.

Mutagen

A substance capable of changing genetic material in a cell and thus increasing the frequency of mutations.

Runaway reaction

An unexpected event in which the rate of reaction increases significantly, resulting in a significant increase in temperature. The increase in temperature causes the rate of reaction to increase, further increasing the rate and tending to create an uncontrolled, often heat-producing, reaction.

Teratogen

An agent that can cause non-inheritable genetic mutations or malformations of an embryo or fetus. The agent can be a chemical substance, virus, or ionizing radiation.

Toxic

Any substance that has the capacity to produce personal injury or illness to humans through ingestion, inhalation, or absorption through any body surface, as defined by Federal Hazardous Substances Act (FHSA) regulation.

Acute toxicity

The adverse effects of a substance resulting from a single exposure or multiple exposures over a very short time span (less than 24 hours). Acute toxicity is usually determined by exposing animals to a given chemical to determine the lethal dose, 50% (LD ₅₀). This is an experimental measure determined by administering varied doses of a chemical by some route to animals, observing the percentage lethality at these doses, and extrapolating to estimate the dose that would kill 50% of the animals.

Chronic toxicity

Adverse effects resulting from long-term exposure, usually at lower levels, to a substance.

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Safety Terms for Science Teachers - American Chemical Society

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A substance that enters the maternal and placental circulation and causes injury or death to the fetus. A substance that easily catches fire. As defined by the GHS, a flammable substance is one that has a flash point at or above 73 °F (23 °C) and below 140 °F (60 °C).

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To help you with your quest for fun and engaging content we created this toolbox. There are some quick links as well as a search tool that can direct teachers to the biology resource they need. We will continue to develop the page and welcome your feedback so we make it even better.

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Be Part of
Ask A Biologist

By volunteering, or simply sending us feedback on the site. Scientists, teachers, writers, illustrators, and translators are all important to the program. If you are interested in helping with the website we have a Volunteers page to get the process started.

Contribute

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Scientists are learning new things every day. They are also writing about their discoveries. In most cases they publish in science magazines called journals like the Public Library of Science (PLOS). In our PLOSable section you will find stories that will help you read and explore the articles written by scientists.

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Citizen Science Projects Supported by EPA | Citizen Science for Environmental Protection | US EPA

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Citizen Science Projects Supported by EPA | Citizen Science for Environmental Protection | US EPA

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Explore projects supported by EPA using CitizenScience.gov, a searchable catalog of federally-supported citizen science and crowdsourcing projects.

The following links exit the site Exit

Air Pollution Monitoring for Communities - Six research organizations awarded grants to work with local communities to explore data quality, durability and uses of low-cost air pollution sensor technology. These research projects will explore how scientific data can be effectively gathered and used by communities to learn about local air quality.

Amigos Bravos - EPA Urban Waters Program - Baseline water quality testing and analysis with support from community volunteers and local students.

Chesapeake Monitoring Cooperative (CMC) - CMC works with diverse partners to collect and share water quality data. The goal is to develop a comprehensive understanding of Chesapeake Bay Watershed health.

Citizen Scientists: Making a World of Difference - A workshop to engage citizens in participatory research in the Brattleboro, Vermont area.

Cyanomonitoring- Documenting the occurrence and timing of harmful algal blooms.

Discover-AQ - A NASA-led campaign which aimed to improve the use of satellites to monitor air quality. The program recruited citizen scientists to help collect ground-based air quality measurements using sensors.

Earth Force's Keep It Clean's Neighborhood Environmental Trios (KIC-NET) - KIC-NET engages youth in improving urban waterways.

Florida Keys Water Watch (PDF) - A community-based volunteer water quality monitoring program to involve students and citizens in monitoring coastal habitats.

A General Aviation Citizen Science Study of Harmful Algal Blooms - Developing an early warning system to alert communities to algal blooms along U.S. coastlines.

Georgia Adopt-A-Stream - This program organizes and provides resources to volunteer citizen scientists performing water quality monitoring in Georgia.

IDAH₂O Master Water Stewards - A volunteer citizen scientist effort to collect basic water quality data for Idaho streams. The program also trains citizen volunteers about regional water quality issues.

Indigenous Observation Network (ION) - A collaborative research and monitoring project to collect water-quality samples from the Yukon River and tributaries. Trained Indigenous citizens living in the Yukon River Basin provide assistance to the project.

Ironbound Community Corporation (ICC) Environmental Monitoring - Studying the effectiveness of equipment lending for citizen science in the Ironbound community of Newark, New Jersey.

Lakes of Missouri Volunteer Program - Generating research-quality data by enlisting citizens to monitor water quality on Missouri lakes.

Local Environmental Observer Network - Applying traditional knowledge alongside western science and technology to document change due to climate change, and development.

Making a Visible Difference (MVD) in N/NE Portland: Engaging Communities, Using Citizen Science to Assess and Address Children's Environmental Health from Transit and Air Pollution - An EPA Region 10 project leveraging existing partnerships with communities in N/NE Portland, Oregon. The project focuses on pollution sources, reduction and potential mitigation measures.

Mattapoisett/EPA Preparing for Extreme Weather - A collaboration to help prepare for extreme weather, primarily flooding and storm surge combined with sea level rise.

MapGive - A community of online volunteer mappers created as an initiative of the U.S. Department of State's Humanitarian Information Unit.

The Secchi Dip-In- An international effort to track changes in water quality in the United States and Canada. Volunteers take Secchi disk readings and submit information annually during the month of July.

Smart City Air Challenge - Baltimore, MD and Lafayette, LA will install 300 air quality sensors each. They'll make the data public and figure out how to manage large volumes of data.

Summer on the Marsh - The New England Ocean Science Education Collaborative (NEOSEC) involves citizen science monitoring by campers at a network of summer camps. This is a robust model for educator-scientist partnerships and education-based citizen science programs.

Supporting Communities Using EPA Science Tools - Introducing EPA's Community-Focused Exposure and Risk Screening Tool (C-FERST) to community-based organizations and local governments.

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Citizen Science Projects Supported by EPA | US EPA

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Explore projects supported by EPA using CitizenScience.gov, a searchable catalog of federally-supported citizen science and crowdsourcing projects. The following links exit the site Exit Air Pollution Monitoring for Communities - Six research organizations awarded grants to work with local communities to explore data quality, durability and uses of low-cost air pollution sensor technology.

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Citizen Science Projects - National Geographic Society

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Citizen Science Projects - National Geographic Society

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For information on user permissions, please read our Terms of Service. If you have questions about how to cite anything on our website in your project or classroom presentation, please contact your teacher. They will best know the preferred format. When you reach out to them, you will need the page title, URL, and the date you accessed the resource.

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If a media asset is downloadable, a download button appears in the corner of the media viewer. If no button appears, you cannot download or save the media.

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Text on this page is printable and can be used according to our Terms of Service.

Interactives

Any interactives on this page can only be played while you are visiting our website. You cannot download interactives.

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For information on user permissions, please read our Terms of Service. If you have questions about how to cite anything on our website in your project or classroom presentation, please contact your teacher. They will best know the preferred format. When you reach out to them, you will need the page title, URL, and the date you accessed the resource.

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SciStarter connects citizen scientists with citizen science projects. Professional and amateur scientists, teachers, students and people of all ages share, find and join exciting citizen science projects and communities.

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Smithsonian Homepage | Smithsonian Institution

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Smithsonian Homepage | Smithsonian Institution

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Official website of the Smithsonian, the world's largest museum and research complex, with 19 museums, 9 research centers, and affiliates around the world.

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Movies Archives - The Story of Stuff Project

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The Story of Stuff, originally released in December 2007, is a 20-minute, fast-paced, fact-filled look at the underside of our production and consumption patterns. The Story of Stuff exposes the connections between a huge number of environmental and social issues, and calls us together to create a more sustainable and just world.

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The National Climate Assessment summarizes the impacts of climate change on the United States, now and in the future.

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Engineering For Good | Classroom Resources | PBS LearningMedia

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Engineering For Good | Classroom Resources | PBS LearningMedia

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Engineering for Good is a three-week, project-based learning unit for middle school science classrooms focused on developing solutions for negative impacts of plastics on the environment.In this NGSS-aligned unit, students use the engineering design process to define a problem, brainstorm solutions, develop prototypes and iterate on their designs.

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By converting our sims to HTML5, we make them seamlessly available across platforms and devices. Whether you have laptops, iPads, chromebooks, or BYOD, your favorite PhET sims are always right at your fingertips.Become part of our mission today, and transform the learning experiences of students everywhere!

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Mystery Science: Lessons for elementary teachers

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Mystery Science: Lessons for elementary teachers

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Open-and-go lessons that inspire kids to love science.

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Mystery Science offers open-and-go lessons that inspire kids to love science. The hook, visuals, and activity have all been prepared for you. Less prep, more learning.

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Use these Science Examples to Integrate Inspiration Into Your Curriculum | inspiration.com

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Use these Science Examples to Integrate Inspiration Into Your Curriculum | inspiration.com

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Chem4Kids.com! This tutorial introduces states of matter. Other sections include elements, the periodic table, reactions, and biochemistry.

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How Does a Plasma Ball Work? | Wonderopolis

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How Does a Plasma Ball Work? | Wonderopolis

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When you study history, do you have an appreciation for how early humans survived way back when? Hunting and gathering food in the wild must have been a big challenge. It must have been even harder for them to charge their devices without electricity !

Just kidding! Life was quite different back in the days before mobile phones and tablet computers. Today, we take these items - and the electricity that runs them - for granted. Can you imagine what a struggle it would be if you couldn't in just about anywhere to recharge the devices you rely upon every day?

Electricity is all around us every day, and we usually don't give much thought to it. When you learn about electricity in school, though, it can be a fun and exciting time. This is especially true if you have access to a ball!

If you've ever seen one of those clear glass balls that lights up with what looks like bolts of electricity that stretch from a central to the place where your fingers touch the outside of the glass, then you know how cool balls really are!

So what exactly is a ball? Before we can answer that, let's first take a look at what is. Although it sounds a bit mysterious, is actually the most common form of matter in the universe! It's even more common than solids, liquids, and gases!

The Southwest Research Institute defines as "a hot gas containing roughly equal quantities of positively charged ions and negatively charged electrons." is considered a fourth state of matter that's different from solids, liquids, and gases.

A ball - also sometimes called a globe, lamp, dome, or sphere - is a clear glass ball filled with a mixture of noble gases with a high- at its center. filaments extend from the to the glass when electricity is supplied, creating fascinating beams of colored light.

The ball was invented by Nikola Tesla when he was experimenting with high-frequency electric currents in a glass tube. That's why the at the center of a ball is also often known as a Tesla . The modern balls popular as and educational items today were first designed by Bill Parker.

The at the center of a ball emits a high-frequency, high- alternating electric . This flows through the filaments to create colorful tendrils of light. The colors depend upon the gases used inside the ball. Common gases include neon, argon, xenon, and krypton.

If you've ever touched a ball when it's on, you know that placing your finger on the glass draws a colorful of light to your finger. It's like creating your own personal of lightning from the to your finger!

This phenomenon occurs because of the conductive properties of the human body. When you touch the glass, you create a discharge with less resistance than the surrounding glass and gases.

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When you study history, do you have an appreciation for how early humans survived way back when? Hunting and gathering food in the wild must have been a big challenge. It must have been even harder for them to charge their devices without electricity ! Just kidding!

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Whether you're wondering how to calculate a rocket's trajectory or just want to find the area of a circle, these math, science, and technology resources can help.

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Whether you're wondering how to calculate a rocket's trajectory or just want to find the area of a circle, these math, science, and technology resources can help.

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Elementary & Middle School Science Education Resources - American Chemical Society

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Elementary & Middle School Science Education Resources - American Chemical Society

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Use our remote lessons, filled with videos of experiments, animations, and questions to create virtual lessons students can do at home!

Each Remote Learning Assignment is a Google Form that can be assigned to students to complete asynchronously, or be used during a synchronous virtual class. Each form may be used alone, or teachers may choose to cover specific chapters or sections that support their existing curriculum.

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Elementary & Middle School Resources - American Chemical Society

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Use our remote lessons, filled with videos of experiments, animations, and questions to create virtual lessons students can do at home! Each Remote Learning Assignment is a Google Form that can be assigned to students to complete asynchronously, or be used during a synchronous virtual class.

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ClassHook | Educational Clips from Popular Media

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ClassHook | Educational Clips from Popular Media

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"ClassHook is the creative piece I've been looking for YEARS!! Anytime I see a clip in a movie that I could use, I try and make a mental note but usually have a hard time accessing the movie. Because I teach anatomy, there are SOOOO many possibilities. This is a fantastic site."

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ClassHook | Educational TV and Movie Clips

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Make learning relevant with educational scenes from TV shows & movies.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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ExploreLearning Gizmos: Math & Science Simulations Powering Inquiry and Understanding

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ExploreLearning Gizmos: Math & Science Simulations Powering Inquiry and Understanding

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ExploreLearning : Get hands-on, minds-on in math and science

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Handbooks contain the same content, including questions and assessments, from the Handbook inside the STEM Case.

Handbooks are standalone versions of the Handbook section of the related STEM Case. They cover the relevant science content, but without the real-world problem to solve.

Each Handbook uses realtime reporting to show live student results.

Handbooks take roughly half as long as the relevant STEM Case to complete.

Multiple grade-appropriate versions are available for each Handbook.

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Free ExploreLearning Gizmos: STEM Teaching Tools & Simulations

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View our free online STEM teaching tools and simulations with lesson materials supporting research-based strategies to build deep conceptual understanding in math and science.

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The Kid Should See This | Smart videos for curious minds of all ages: Science, art, nature, animals, space, technology, DIY, food, music, animation, and more

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The Kid Should See This | Smart videos for curious minds of all ages: Science, art, nature, animals, space, technology, DIY, food, music, animation, and more

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The offical website for NOVA. NOVA is the most-watched prime time science series on American television, reaching an average of five million viewers weekly.

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Exploring Climate Change Through Art in the Science… | PBS Education

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Exploring Climate Change Through Art in the Science… | PBS Education

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October 20, 2017

Our climate is changing rapidly. In the last few months, we've seen an increase in powerful hurricanes throughout the southern United States and recently in Ireland, floods in Asia, and wildfires in California. These extreme weather events have impacted the natural world-from forests to entire ecosystems-destroyed homes and neighborhoods, and displaced thousands of people, creating climate refugees.

Climate change is a topic that can be covered across multiple subjects, bridging a gap between science, history, the humanities, and the arts. How might this multidisciplinary topic spark students' imaginations, inspire introspection and generate innovative thinking?

Gaining STEAM

Merging art with science creates more access points to engage students' creativity. The STEAM movement-integrating the arts into science, technology, engineering and math-has been gaining momentum over recent years. As the astronaut Mae Jemison, said, "The difference between science and the arts is not that they are different sides of the same coin ... or even different parts of the same continuum, but rather, they are manifestations of the same thing. The arts and sciences are avatars of human creativity."

Creative Response to Climate Change

Mary Ellen Newport, Ph.D., agrees with this approach. She is the Director of the R.B. Annis Department of Math and Science at Interlochen Arts Academy, a fine arts boarding high school on a 1200-acre campus in northwest Michigan. Earlier this year, as the Executive Director of the Global Oneness Project, I visited Interlochen Arts Academy to give a digital storytelling workshop with Dr. Newport's ecology class. The goal: students would make a photo essay as a creative response to climate change.

A Conversation with Dr. Newport

Dr. Newport and I discussed the importance of teaching climate change in her science classroom as well as addressing the following question: How are her students using art to express their points of view about climate change?

How do you explore climate change in your science classroom?

Whether explicitly or not, ALL of my teaching touches on climate change! Extreme weather is a real hook for students. Either their friends, families, or themselves are experiencing hurricanes, fires, drought and floods. My students and their families come from all around the world- from Alaska to Australia, the Pacific Northwest, Texas, and Florida to the Middle East. They are not seeing climate change as something that might happen in the future. It is happening right here, right now.

I don't believe I gave them that perspective; I gave them a framework to think about the science.

In my class, each student researches a facet of climate change-radiative forcing, deforestation, food security, acidification of the ocean, glacial melting, Paleocene-Eocene Thermal Maximum (PETM), etc. and they present to each other. They often uncover new data or factors that I'm not aware of. In the assessment for this unit, students work together to make connections among all of the climate change factors. This work reinforces the theme for the class, which is that everything is connected!

In what ways do art and science merge in your classroom?

At Interlochen Arts Academy, I have students who are studying and practicing a variety of art forms. Students-including visual artists, dancers, musicians, composers, writers and filmmakers-are all in the same science class and are thrilled to explore the intersection between these numerous art forms.

When we go out to explore the local species and habitats, they see through the lens of their artistic perspectives. A student will fall in love with salamanders, or sassafras, or just the creek that runs between the lakes (Inter-Lochen). I had an international student who created the most beautiful watercolors of local species, showing the field marks that help distinguish between red pine and white pine, tree frogs and wood frogs, all of which she had seen in our backwoods.

Describe the student photography project-a creative response to climate change.

Working in small groups, students researched and explored the Global Oneness Project's climate change collection to put a face to the issues of climate change. They watched a short film When a Town Runs Dry, by Joris Debeij about the California drought and viewed the photo essay "Melting Away" which documents icebergs in the polar regions from Native American photographer, Camille Seaman. After discussing these multimedia stories in depth, students were challenged to create a photo essay as a creative response to climate change.

Students could choose to include one or all of the following themes in their photo essay: conservation, bearing witness, power of perspective, and reverence for the environment. They were given the following questions to consider: What will you keep/throw away? What responsibility does your generation have to the Earth? What would your generation say to the Earth? What would the Earth say to your generation?

One group's photo essay, titled "Artificial/Natural", responded to all of these questions. Through their photos, in various locations on/off campus, students Annalise Lozier, Luke Broyles, Joe Ryan, and Ari Coester documented the following points of view in connection to climate change: the impact of human behaviors, the disconnection to the natural world due to the influences of technology, and a recognition that above all, there is a need to embrace our natural world with respect and reverence.

How did this project impact your students' thinking?

Creating art, in this case about climate change, clarifies for the artist what she does or doesn't understand. Tackling the big issues of climate change through art allows students to face the particulars, whether that is making sense of data or tapping into their feelings. I was surprised at how open, positive, and hopeful my students are. They recognize how messy the scientific process is and how it requires just as much creativity as their arts practice. They also know that art has a power to move that science does not. My hope is for students to feel empowered to create, to speak, to synthesize, and collaborate. And then mobilize!

As I worked with Dr. Newport's students, I was impressed by their insights and passionate responses. The captions to their photo essays revealed their perceptions about the beauty and science of the natural world as well as their place within it. The following is my favorite caption from the photo essay "Artificial/Natural": "The boughs of the tree bow not in deference to us, but to nature."
Cleary Vaughan-Lee is a mother of two and the Executive Director of the Global Oneness Project, an online multimedia platform which offers free multicultural stories and companion lesson plans. The Project's films and lessons have been featured on The New York Times, National Geographic, PBS Learning Media, and the Smithsonian. Follow her: @cvaughanlee Mary Ellen Newport, Ph.D., has taught high school science for eighteen years. Her background is in evolutionary biology. She has been integrating art into her ecology classes at Interlochen Arts Academy since 2010. She lives on beautiful Rainbow Pond, where in her downtime she writes poetry about her love for the natural world. Follow her: @MENewport

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Exploring Climate Change Through Art in the Science Classroom | PBS Education

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October 20, 2017 Our climate is changing rapidly. In the last few months, we've seen an increase in powerful hurricanes throughout the southern United States and recently in Ireland, floods in Asia, and wildfires in California. These extreme weather events have impacted the natural world-from forests to entire ecosystems-destroyed homes and neighborhoods, and displaced thousands of people, creating climate refugees.

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Forvo: the pronunciation dictionary. All the words in the world pronounced by native speakers

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Forvo: the pronunciation dictionary. All the words in the world pronounced by native speakers

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This site is supported by the National Science Foundation under Grants DRL-0813135 and DRL-0610363. Any opinions, findings, and conclusions or recommendations expressed in this site are those of the authors or of the citizen science community and do not necessarily reflect the views of the National Science Foundation.

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The Misconception Database provides background information on common student misconceptions addressed in the McDougal Littell Science program. To find a misconception, browse the table of contents below or enter a search term on the right.

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Welcome to Crash Course Kids! This bi-weekly show from the producers of Crash Course is all about gradeschool science. We’ll look at Earth, Habitats, Space, Chemical Reactions, Engineering, and much much more with host Sabrina Cruz. So, join us every Tuesday and Thursday for new uploads. This series is beginning with 5th grade science, so we’ll be delving into Earth Science, Physical Science, Biology, Geography, Engineering, and Astronomy. Have a look at our playlists on each subject!

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The Molecular Expressions Photo Gallery features over 300 photomicrographs (photographs through the microscope) of everything from superconductors and integrated circuits to beer and ice cream.

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10 Interactive Science Simulations - WeAreTeachers

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10 Interactive Science Simulations - WeAreTeachers

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Looking for ways to deliver that "aha" moment in your high school biology, chemistry and physics lessons? Interactive science simulations can add a fresh level of discovery and insight to your regular hands-on science programs, and give students the opportunity to practice and learn at home when classroom equipment might not be at hand. Here are some handpicked online simulations to incorporate into your curriculum.

Molecular WorkbenchThis site features hundreds of free simulations in biology, nanotechnology and more. Try the "Molecular Self-Assembly" simulation, in which students learn how nature constructs complex objects from molecules and how different conditions affect the behavior of molecules of various shapes.

Plate TectonicsIn this simulation from the University of Colorado, students can move mountains and create oceans! By changing the temperature, composition and thickness of tectonic plates, students can envision how the Earth's surface moves and changes.

Johnson ExplorationsA variety of online simulations allow users to, for example, explore the architecture of a cell and vary its size, shape and number of surface villi to influence the ease of metabolites entering the cell and wastes leaving the cell.

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10 Interactive Science Simulations - WeAreTeachers

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Looking for ways to deliver that "aha" moment in your high school biology, chemistry and physics lessons? Interactive science simulations can add a fresh level of discovery and insight to your regular hands-on science programs, and give students the opportunity ...

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Numerous simulations and animations can be found on the Internet to illustrate key principles. Perhaps the easiest way to locate these resources is enter the name of the concept and the term "animation" when performing a search. For example, mitosis and animation.

Best Simulation sties

Simulations & Animations

Animation Directories

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Numerous simulations and animations can be found on the Internet to illustrate key principles. Perhaps the easiest way to locate these resources is enter the name of the concept and the term "animation" when performing a search. For example, mitosis and animation.

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Games & Simulations - Weather, Climate, Atmosphere | UCAR Center for Science Education

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Games & Simulations - Weather, Climate, Atmosphere | UCAR Center for Science Education

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Games & Simulations - Weather, Climate, Atmosphere | UCAR Center for Science Education

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Annenberg Learner has a Carbon Lab and an Energy Lab in the interactive labs section of its The Habitable Planet course. They also have a Virtual Particle Lab: Compressibility of Air in their Physical Science course.

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Search through collections curated by our digital librarians Collections Browse an alphabetical list of all participating providers Providers Search our extensive library and find exactly what you need Advanced Search

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Sample Size Determination - Guidelines for the Care and Use of Mammals in Neuroscience and Behavioral Research - NCBI Bookshelf

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Sample Size Determination - Guidelines for the Care and Use of Mammals in Neuroscience and Behavioral Research - NCBI Bookshelf

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(Portions of this text are reprinted from Dell et al., 2002.)

Scientists who intend to use animals in research must justify the number of animals to be used, and committees that review proposals to use animals in research must review justification to ensure the appropriateness of the number of animals to be used. Sometimes, the number of animals to be used can be estimated best from experience; more often, a simple sample-size calculation should be performed. Even complicated experimental designs requiring sophisticated statistical models for analysis can usually be simplified to a single key or critical question so that simple formulas can be used to estimate the required sample size.

The purpose of the study may be to obtain enough tissue to analyze, to use a small number of animals for a pilot experiment, or to test a hypothesis. There is a statistical basis for estimating the number of animals (sample size) needed for several classes of hypotheses. The formula to be used depends on whether a dichotomous or continuous variable is observed and on the experimental design. Often, too few animals are used to make it possible to detect a significant effect.

EXPERIMENTS TO TEST A FORMAL HYPOTHESIS

Most animal experiments involve formal tests of hypotheses. It is possible to estimate the number of animals required for such an experiment if a few items of information are available. Broadly, three types of variables can be measured: dichotomous variables, often expressed as rates or proportions of a yes-no outcome, such as occurrence of a disease or survival at a given time; continuous variables, such as the concentration of a substance in a body fluid or a physiologic function, such as blood flow rate or urine output; and time to occurrence of an event, such as the appearance of a disease or death. Many statistical models have been developed to test the significance of differences among means of these types of data. Detailed discussions of the models can be found in books on statistics ( Cohen, 1988; Fleiss, 1981; Snedecor & Cochran, 1989), in manuals for various computer programs used for statistical analyses ( Kirkpatric & Feeney, 2000; SAS, 2000), and on web sites that present elementary courses in statistics (e.g., www.ruf.rice.edu/~lane/rvls.html).

DEFINING THE HYPOTHESIS TO BE TESTED

Although experimental designs can be complicated, an investigator's hypothesis can usually be reduced to one or a few important questions. It is then possible to compute a sample size that has a particular chance or probability of detecting (with statistical significance) an effect (or difference) that the investigator has postulated. Simple methods are presented below for computing the sample size for each of the three types of variables listed above. Note: the smaller the difference the investigator wishes to detect or the larger the population variability, the larger the sample size must be to detect a significant difference.

EFFECT SIZE, STANDARD DEVIATION, POWER, AND SIGNIFICANCE LEVEL

In general, several factors must be known or estimated to calculate sample size: the effect size (usually the difference between two groups), the population standard deviation (for continuous data), the desired power of the experiment to detect the postulated effect, and the significance level. The first two are unique to the particular experiment; the last two are generally fixed by convention. The magnitude of the effect that the investigator wishes to detect must be stated quantitatively, and an estimate of the population standard deviation of the variable of interest must be available from a pilot study, from data obtained in a previous experiment in the investigator's laboratory, or from the scientific literature. Power is the probability of detecting a difference between treatment groups and is defined as 1-β, where β is the probability of committing a Type II error (concluding that no difference between treatment groups exists, when, in fact, there is a difference). Significance, denoted as α, is the probability of committing a Type I error (concluding that a difference between treatment groups exists, when, in fact, there is no difference). Once values for power and significance level are chosen and the statistical model (such as chi-squared, t- test, analysis of variance, or linear regression) is selected, sample size can be computed by using the size of the effect that the investigator wishes to detect and the estimate of the population standard deviation of the factor to be studied.

It should be noted that in the following discussion of sample-size calculations, the aim is to simplify the question being addressed so that power calculations can be performed easily. There is no need to alter the design of the experiment and data analysis. Using, for example, randomized block, Latin square, or factorial experimental designs and the analysis of variance, it is possible to control for the effect of strain differences on such a factor as survival or response to an intervention and to obtain a more significant result than would be possible with more elementary methods. However, the simplified designs discussed here yield sample sizes close to what would be obtained with more complex analyses and therefore should help the investigator to be self-sufficient in planning experiments.

CALCULATING SAMPLE SIZE FOR SINGLE-GROUP EXPERIMENTS

If the aim is to determine whether an event has occurred (for example, whether a pathogen is present in a colony of animals), the number of animals that need to be tested or produced is given by

where β is the probability of committing a Type II error (usually 0.10 or 0.05) and p represents the proportion of the animals in the colony that are not infected. Note that the proportion not infected is used in the formula. For example, if 30% of the animals are infected and the investigator wishes to have a 95% chance of detecting that infection, the number, n, of animals that are need is:

Thus nine animals should be examined to have a 95% chance of detecting an infection that has affected 30% of the animals in the colony. If the prevalence of infection is lower-say, 10%-then

and about 30 animals would be needed. More animals are needed if the prevalence of the pathogen is low.

CALCULATING SAMPLE SIZE FOR CONTINUOUS VARIABLES

Experiments are often designed to measure continuous variables, such as concentration of a substance in a body fluid or blood flow rate. Although the statistical models may be complex, it is often critical to detect the difference in the mean of a variable between two groups if there is such a difference. In this case, a simple formula derived from the formula for the t-test can be used to compute sample size when power, significance level, size of difference in means (called the effect), and variability or standard deviation of the population means are specified:

where C is dependent on values chosen for significance level (α) and power (1-β); see Table A-1. Values of C for significance levels and powers not found in Table A-1 can be obtained from statistics books.

Suppose that a chemical that reduces appetite is to be tested to learn whether it alters the body weight of the rats. In previous experiments, the mean body weight of the rats used was 400g, with a standard deviation of 23g. Assume also that the scientist would like to be able to detect a 20g reduction in body weight between control and treated rats with a power (1-β) of 90% and a significance level (α) of 5%. Then,

animals are needed in each group or roughly 60 animals for the whole study.

CALCULATING SAMPLE SIZE FOR REPEAT STUDIES

Estimates of required sample size depend on the variability of the population. The greater the variability, the larger the required sample. One method of controlling for variability of a continuous variable, such as blood flow, is to measure the variable before and after an experimental intervention in a single animal, also called a paired study. In this case, instead of using an estimate of the variability of the population mean, one estimates the variability of the difference. The standard deviation of a difference in measurement in an individual is lower because it does not include interindividual variability. Stated in other terms, each animal is its own control. The number of animals needed to test a hypothesis will be reduced because the effect of animal-to-animal variation on the measurement is eliminated. Such an experiment is normally analyzed with a paired t-test. The following equation for n is derived from the paired t-test equation:

Values for C can be obtained from Table A-1. Note that

is multiplied by C in paired studies, rather than 2C, showing that a paired study is more powerful than a comparison of two independent means, as occurs in sample size calculations of continuous variables.

SAMPLE SIZE FOR TIME TO AN EVENT

The statistical analysis of time to an event involves complicated models; however, there are two simple approaches to estimating sample size for this type of variable. The first approach is to estimate sample size by using the proportions of the experimental groups that exhibit the event by a certain time. The proportions of the experimental and control groups that exhibit an event are treated as dichotomous variables. Sample-size calculations for dichotomous variables do not require knowledge of any standard deviation. The aim of the experiment is typically to compare the proportions in two groups. If more than two groups are studied, it is often possible to identify two rates that are most important to compare.

In this method the investigator knows or can estimate the proportion of the control group that will exhibit the event and can state a difference that must be detected between the control group and the experimental group. The smaller this difference, the more animals will be needed. Thus, given estimates for proportion of the control group exhibiting the event () and the desired proportion of the experimental group exhibiting the event (), then

Suppose that the occurrence of spontaneously developing cancer in a group of transgenic animals is 50% ( = 0.5) and the investigator wishes to test an anti-cancer drug. The investigator would like to detect when the drug causes the occurrence rate to drop to 25% of animals ( = 0.25), with a power of 90% and a significance level of 5%. Then d = .25 and C = 10.51 (see Table A-1 for value of C), and

animals are needed in each group, which is about 85 animals in each group, for a total number of 170 animals necessary for the experiment.

The second approach is to treat time to occurrence as a continuous variable. This approach is applicable only if all animals are followed to event occurrence (for example, until death or time to exhibit a disease, such as cancer), but it cannot be used if some animals do not reach the event during the study. To compute sample size, it is necessary to obtain the estimate of the standard deviation of the variable (s) and the magnitude of the difference (d) the investigator wishes to detect, then

where C is a constant dependent on the value of α and 1-β, as above.

Suppose that a strain of rats spontaneously develops cancer in 12 months with a standard deviation of 4 months. Assume that an investigator would like to test a drug postulated to delay the onset of cancer. If the investigator would like to be able to detect when the time to occurrence of cancer is extended to 15 months with a power of 90% and a significance level of 5%, then the difference to be detected is 3 months and 2C = 21 (C = 10.51, see Table A-1), and

animals in each group or roughly 80 animals for the whole study.

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(Portions of this text are reprinted from Dell et al., 2002.) Scientists who intend to use animals in research must justify the number of animals to be used, and committees that review proposals to use animals in research must review justification to ensure the appropriateness of the number of animals to be used.

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The climate crisis threatens to destroy
our entire cultural & ecological patrimony.

We've already lost 50% of the world's rainforests.
We're losing 18 million acres of forest each year.
Rising sea levels will make whole cities,
countries, and continents unrecognizable.

Unless we have a record of these places,
no one in the future will even know they existed.

LiDAR, Light Detection & Ranging, involves shooting a dense grid of infrared beams from an airplane towards the ground. It's a high-resolution scan of the earth's surface & everything on it. Not an actual image, but a dense three-dimensional cloud of points.

The Earth Archive is both a program of scanning focused on endangered landscapes and an open-source collection of LiDAR scans accessible to scientists around the world.

1. Create a baseline record of the earth as it is today to more effectively mitigate the climate crisis.

The only way to measure change is to compare two sets of data - a before and an after. Right now, we don't have a high-resolution "before" data set for most of the planet. So we don't know how things are changing and whether our efforts to combat climate change are making a positive impact.

2. Build a virtual, open-source planet accessible to all scientists so we can better understand our world.

Archaeologists can discover undocumented settlements. Ecologists can study forest composition, tree size, age, and distribution. Geologists can study hydrology, faults, and disturbance. Modelers can project the future of our planet under many different climate scenarios. The possibilities are endless.

3. Preserve a record of the Earth for our grandchildren's grandchildren so they can study & recreate our lost heritage.

As science & technology advance, they'll apply tools, algorithms, and AI to LiDAR scans done today and ask questions that we can't currently conceive of. We can't yet imagine how these records will be used, but we know that they'll be critically important in the future.

We won't live long enough to see the full impact of the Earth Archive. Neither will you. But that's exactly why it's worth doing.

The Earth Archive is a bet on the future of humankind. A bet that together, collectively, as people & as scientists, that we will face the climate crisis. And that we'll choose to do right thing. Not just for us today, but to honor those who came before us, and to pay it forward to future generations who will carry on our legacy.

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LiDAR, Light Detection & Ranging, involves shooting a dense grid of infrared beams from an airplane towards the ground. It's a high-resolution scan of the earth's surface & everything on it. Not an actual image, but a dense three-dimensional cloud of points.

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Biology 101: Intro to Biology Course - Online Video Lessons | Study.com

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Biology 101: Intro to Biology Course - Online Video Lessons | Study.com

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So . . . Why name my website "Unweaving the Rainbow?" In short, because often times that is what some people accuse science of doing to the world and its wonders. In his book, Unweaving the Rainbow, Richard Dawkins makes reference to a poem by John Keats. In the poem, Keats alludes to the possibility that Isaac Newton diminishes the beauty of a rainbow, by breaking it down into its component parts in order to study it. In essence, Keats asserts that somehow "understanding" what a rainbow is, and how it works, diminishes its beauty.

I think there is a little of this in everyone, and it often drives the denial, fear and apprehension of science in our society. In particular, people fear the possibility that humans are not "special." What if it is not all here just for us? What if we are not the "purpose?" And, so it goes. . . . humans are quick to deny our place in a natural chain of events - Just as we once denied the Earth was round and the Sun was the center of the solar system.

Some claim we have "dominion" over the world around us, and the other creatures that inhabit it. There are those that claim our actions are not responsible for the global climate changes we are seeing - even though the evidence would suggest otherwise. Many deny that we have common ancestors with the other organisms that share our world today - even though 150 years of scientific observation tells us that this is exactly the case. Why is this?

Does an understanding of science really diminish the beauty of our world? If we are just "a part" of a natural chain of events, does that make us less special? Does it make us insignificant? Does it make our life less meaningful? Does understanding our own history as a species, the world we live in, and the universe we have yet to really explore actually detract from its beauty? Are we better off ignoring what we observe so that we can maintain a more pleasant and flattering illusion of our place in the cosmos?

I would contend that understanding our history, our world and our universe does not diminish the beauty around us, but rather, it should enhance our appreciation of where we find ourselves. No . . . . I think not - science and understanding do not "reduce" the grandeur of nature by "explaining" it. Ignorance is not bliss.

On the contrary, science and understanding provide a context for us to comprehend just how fortunate and special we really are. It is only through a firm knowledge of the world around us that we can come to appreciate all that we have, and why we should make the most of the time we are so lucky to enjoy. It is only when a person fully comes to realize the intricate chain of events that led to "them" that they can fully realize how special their life is. This can only be understood through science. Watch the following clip, a segment from Dawkins' book, and see if you agree.

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So . . . Why name my website "Unweaving the Rainbow?" In short, because often times that is what some people accuse science of doing to the world and its wonders. In his book, Unweaving the Rainbow, Richard Dawkins makes reference to a poem by John Keats.

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License information Creazilla is proud to present the craziest graphics for designers absolutely for free. However, make sure that you correctly use them as the content of Creazilla is available under different public copyright licenses. 1) Creazilla Open-Source License All assets licensed under Creazilla Open-Source license and published on Creazilla.com can be used for free.

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More than 1000 lion head free SVG clip art found

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More than 1000 lion head free SVG clip art found

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Free SVG images, SVG cut files and transparent PNG with CC0 public domain license

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Download free open source SVG graphics created in Inkscape with public domain license, SVG cut files, silhouettes and transparent PNG clip art.

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Vivid Maps - Maps that explain the World

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Vivid Maps - Maps that explain the World

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What's Going On in This Graph? - The New York Times

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What's Going On in This Graph? - The New York Times

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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Marine Science Education Courses | Ocean First Education

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Marine Science Education Courses | Ocean First Education

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"I am a firm believer in supporting marine education & awareness at all stages, but primarily at young ages. For me, hands-on experiences and exposure to the underwater realms (& their inhabitants), whether in "explorer programs" at the local aquariums/museums or out exploring tide pools on the coast as a child, were integral to my now fervent mission of preserving them. There are, unfortunately, way too many children with limited access to that environment and/or information."
- Christina Ochoa, actress, scientist, author

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"I am a firm believer in supporting marine education & awareness at all stages, but primarily at young ages. For me, hands-on experiences and exposure to the underwater realms (& their inhabitants), whether in "explorer programs" at the local aquariums/museums or out exploring tide pools on the coast as a child, were integral to my now fervent mission of preserving them.

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New Science Diction Episode: Learn About The Fishy History Of Ketchup

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New Science Diction Episode: Learn About The Fishy History Of Ketchup

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Science Diction is a bite-sized podcast about words-and the science stories behind them. Subscribe wherever you get your podcasts, and sign up for our newsletter.
Ketchup has long been central to American culture. We use it in hot dogs, burgers, fries-and the list goes on. But have you ever wondered why we even call it 'ketchup,' or where the condiment came from?

It turns out there are many words related to food-like restaurant, umami, and "rocky road"-that have an interesting science backstory. To trace the origins of these words, Science Friday's word nerd Johanna Mayer joins John Dankosky to talk about the origins of the word ketchup , and the new season of her podcast 'Science Diction.'

Further Reading

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New Science Diction Episode: Learn About The Fishy History Of Ketchup

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Science Diction is a bite-sized podcast about words-and the science stories behind them. Subscribe wherever you get your podcasts, and sign up for our newsletter. Ketchup has long been central to American culture. We use it in hot dogs, burgers, fries-and the list goes on.

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Find free planning advice for advanced placement biology, tips for preparing the for AP Biology exam and lab kits. If you need help in preparing your AP Biology students, what are you waiting for?

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A New Map Catalogs the Effects of Coronavirus Mutations

Scientists have analyzed every possible mutation to one key part of the coronavirus. The data could help guide vaccine and drug development and hint at how the virus might spread.

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HHMI Awards 45 Gilliam Fellowships to Support Diversity in Science The Howard Hughes Medical Institute has selected 45 doctoral students and their advisers to advance diversity and inclusion in the sciences.

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NABT has created a searchable table of online resources recommended by biology teachers just like you. You can filter by category and audience to get just what you need when you need it.

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Playbooks are evidence-based resources targeting specific character strengths. They are codeveloped by educators, scientists, and designers.

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5-Minute Film Festival: 9 Videos for Exploring the Universe on Space Day | Edutopia

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5-Minute Film Festival: 9 Videos for Exploring the Universe on Space Day | Edutopia

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Space... the final frontier... and also an amazingly cool topic to engage kids in science, at any level! Early May is usually when Space Day is celebrated. Schools, museums, and educational organizations around the country will be participating by doing space-related projects and hosting events. I've gathered a playlist of universe and space-themed videos and resources for you to host your own Space Day -- what else will you do to explore the vast reaches of the universe from within your classroom walls?

Video Playlist: Exploring the Universe and Space

Watch the first video below, or watch the whole playlist on YouTube.

1. The Beginning of the Universe, For Beginners (03:41)
Let's start at the very beginning with this vintage-feel TED-Ed animated lesson from CERN physicist Tom Whyntie that covers the Big Bang Theory. Find more resources for this lesson here.

2. Why Do We Go to Space? -- It's Okay to Be Smart (03:09)
Joe Hanson from PBS Digital Studios' It's Okay to Be Smart gives us the history of space travel in three minutes. From cold war competition to innovation and discovery, we've come a long way.

3. Space Oddity (05:31)
No space-themed playlist would be complete without this brilliant rendition of David Bowie's song Space Oddity, performed by astronaut Chris Hadfield. The video was filmed while Hadfield was living aboard the International Space Station. See more excellent videos from Commander Hadfield.

4. SHRINE Grade School: Nine Planet Journey (08:57)
This adorable paper-cut animation won the second-graders at Shrine Catholic School the best of show prize a few years ago at the Michigan Student Film and Video Festival. It's on the slow side -- but pays off with planet facts and cutie-pie kids. Fun project idea!

5. Stephen Hawking's Big Ideas... Made Simple (02:44)
I wouldn't have thought you could explain the ideas of brilliant theoretical physicist Stephen Hawking in less than three minutes, but here it is -- black holes, singularities, and more.

6. Cosmos: A Spacetime Odyssey Preview (02:33)
The new Neil deGrasse Tyson version of has attracted its share of controversy, but on the whole, it's a brilliantly conceived and executed series, though perhaps too complex for younger kids. There are PDF study guides for every episode available online.

7. "Blue & Beautiful" -- Neil Armstrong Tribute (01:52)
I've featured the incredible auto-tuned Symphony of Science remixes of John D. Boswell in a film fest before, but this one is really lovely. Watch the full 1970 BBC interview with Neil Armstrong here.

8. What if You Were Born in Space? (13:23)
You've got crazy questions, and Michael from Vsauce has the answers. In this fascinating (if long) video, he delves into what it takes to live and potentially reproduce in outer space.

More Resources to Learn About the Universe and Space

If you're starry-eyed and ready to start exploring the outer reaches now, there are tons of resources online. Lots of space-themed teaching resources look pretty old-school, but they've got good materials if you dig a bit. I hope these links and videos inspire you to take your kids on an intergalactic journey!

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5-Minute Film Festival: 9 Videos for Exploring the Universe on Space Day

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Space... the final frontier... and also an amazingly cool topic to engage kids in science, at any level! Early May is usually when Space Day is celebrated. Schools, museums, and educational organizations around the country will be participating by doing space-related projects and hosting events.

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With this unit and culminating project, my colleague Ted and I hoped to communicate the relevance that Shakespeare still has in today's modern society. We decided to teach this notion of relevance by using the following three focus areas as our foun...

In this project, students generated their own questions about the history of South Africa. These questions guided the activities and smaller projects leading up to the culminating exhibition, where students researched and presented their answer to t...

For 3000 years, artists have been inspired by Homer's Odyssey and retold its hero journey in countless ways. Now it's our students' turn, as artists with their own individual talents, to continue the tradition of retelling The Odyssey. ...

This project is an exploration of climate and weather, the factors that lead to climate change, how industrialization has affected climate, and how countries are responding to climate concerns and industrial development. Students study energy transfe...

A Correspondence Between History and My-Story
(a holocaust museum installation)
Kyle Hartung

Students explored different issues affecting California's geology and environment through a group inquiry project. In lieu of writing an essay, students translated the essay format into a script for a Public Service Announcement (PSA), and then stude...

As a follow up to an introductory unit on the American Dream, upper division students were asked to assess the role of censorship in American society through a study of banned books in America. Students engaged in reading a banned book, writing a pe...

Upper Division students created an evening of oral and digital storytelling. The student performances and projections, taken together, 'sang the song' or told the story of immigration in America as seen through the eyes of immigrants today. The or...

Everybody has unique and interesting stories to tell. For this project, students wrote a chapter in their memoirs about something that was important in their lives. We explored the essential questions by doing various personal writings to help them...

Students explored the founding stories of Ancient Greek Mythology in small groups after 2 weeks of introductory investigation of Ancient Greek culture, language, etc. Using benchmarks relating to reading comprehension, literary analysis and connecti...

This project is an adaption of the culminating assessment for the 9-week Interactive Mathematics Program's Meadows or Malls unit. It asks students to use matrices and linear algebra to develop a recommendation for the mayor of San Francisco of how to...

The "Mythbusters" Project is a variation on the classic scientific inquiry or science fair type of assignment. Instead of choosing a formal scientific question, students choose a myth to prove or disprove using scientific and problem solving means. ...

After students read and analyzed Othello through discussion and a written debate, they demonstrated that they deeply understood the literary elements (characters, theme, setting, plot, etc.), the language, and the historical significance of Shakespea...

Revolution is when a stick is stuck into the spinning spokes of the wheel of a society. This project explores, through artistic expression, the connections between changes both physical and social, through the lens of every class available.* Im...

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With this unit and culminating project, my colleague Ted and I hoped to communicate the relevance that Shakespeare still has in today's modern society. We decided to teach this notion of relevance by using the following three focus areas as our foun... In this project, students generated their own questions about the history of South Africa.

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The Ultimate Team Work Management Tool: Kanban Boards | PBLWorks

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The Ultimate Team Work Management Tool: Kanban Boards | PBLWorks

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The Ultimate Team Work Management Tool: Kanban Boards

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A detailed look at a tool for helping students manage themselves and their work in a project.

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GOW Archive - Turner’s Graph of the Week

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GOW Archive - Turner’s Graph of the Week

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Please note that, as I explain in-depth in this blog post, I take no credit for coming up with the article of the week (AoW) assignment. Kelly Gallagher came up with the idea, and I first came across it in . Thus, anything I share about my classroom's experiences with AoWs, any theories or experiments I try out with the assignment, and any success my students or I have with it thoroughly and ultimately traces back to Kelly's work. If I ever come across as the progenitor of this idea, please either drive to Michigan and egg my house OR contact me here so I can fix attribution mistakes.

Articles of the Week for Summer 2022

(Video) "I Read 2,216 Resumes. Here's How You Stand Out 🚀," by Ali Abdaal (Youtube)

Scientists Working to Resurrect the Wooly Mammoth (pdf; Drive)

The US May Give Ukraine More Missiles. Should It? (pdf; Drive)

The Rise of Legal Cannabis (pdf; Drive)

Would Curbing Gun Usage in Movies Help Prevent Mass Shootings? (pdf; Drive)

Is COVID Over in the Minds of Americans? (pdf; Drive)

Articles of the Week for 2021-2022

Psst... I've updated my approach to articles of the week. Read about that here.

(Organized by question)

What should I do w/ my life?

What's up w/ my being?

What's happening in the world?

What's the future like?

Just for fun

Articles of the Week for 2020-2021

These days, I am experimenting with a topic immersion approach to AoW that allows students to read deeply about a single topic over several weeks, thus expanding their background knowledge more coherently and purposefully. If you're looking to add a layer of complexity, join me here.

That stated, I'm a big fan of keeping things simple. A less calculated, more varied approach to article selection is more than good enough and served me well for years. Below is the smorgasbord of articles that I collected this year just in case you or I might need them.

Articles of the Week for 2019-2020

These days, I am experimenting with a topic immersion approach to AoW that allows students to read deeply about a single topic over several weeks, thus expanding their background knowledge more coherently and purposefully. If you're looking to add a layer of complexity, join me here.

That stated, I'm a big fan of keeping things simple. A less calculated, more varied approach to article selection is more than good enough and served me well for years. Below is the smorgasbord of articles that I collected this year just in case you or I might need them.

Time-sensitive Articles

"America's troubled alliance with Ukraine," by The Week staff for The Week. (Google Doc; pdf)

"How robocalls became America's most prevalent crime," by The Week staff for The Week. (Google Doc; pdf)

"Will You Lose Your Job to a Robot?," by The Week staff for The Week. (Google Doc; pdf)

"How to Fix the United States' Debt Problems & Reduce Federal Deficits," by Michael Lewis for Money Crashers. (Google doc; pdf) - This is the last in the national debt series.

Timeless Articles

"Feeling Artsy? Here's How Making Art Helps Your Brain," by Malaka Gharib for NPR. (Google Doc; pdf; original)

"Why Study History?" by Peter N. Stearns for the American Historical Association. (Google Doc; pdf)

"The Importance of Health Education," by Marcy Vadurro for Southern New Hampshire University. (Google Doc; pdf)

"The Flu Vaccine, Explained," by The Week staff for The Week. (Google Doc; pdf)

Articles of the Week for 2018-2019

Time-sensitive Articles

"Measles cases, once thought eliminated in U.S., at 25-year high" by the Washington Post, adapted by Newsela Staff. (Google Doc; pdf)

"Why Does the Bubonic Plague Still Exist?" by Jack Denton for Pacific Standard via The Week. (Google Doc; pdf)

"There's Only One Way For Humanity to Survive. Go To Mars." by Simon Worrall for National Geographic.

"The Legacy of WWI" (for Veterans Day) by Staff. (Google Doc; pdf)

Timeless Articles

"Top Major Causes and Motivations of Terrorism," by Amy Zalman for ThoughtCo. (Google Doc; pdf)

"Five Myths About the Atomic Bomb," for The Washington Post. (Google Doc)

"Maybe some of us can learn from the animals: Take turns when we talk" by Joshua Rapp Learn for Smithsonian.com, adapted by Newsela Staff. (Google Doc; pdf)

Articles of the Week for 2017-2018

The primary purpose of Kelly Gallagher's article of the week assignment is to help his students gain knowledge about the world. Knowledge, after all, begets literacy, critical thinking, and more knowledge. With that said, I sometimes bring secondary purposes to the assignment, such as helping my students read for bias or argumentation.

With that said, below you'll find a list of articles I'll be pulling from during the 2017-2018 school year. Some are from years past (see the "Timeless" column), while others are as fresh as possible.

Time-sensitive Articles

Timeless Articles

These are articles that I've used in the past and that I could, in a pinch, use again this year.

Articles of the Week for 2016-2017

I carried some of the "timeless" articles from last year into this year. I'm a collector, so not every article below will be used with my students. I hope you find an article that's useful to you and your purposes with your students. Please keep in mind the context within which you introduce article of the week and the way in which you frame each week's articles. I choose some articles that are arguing for one side of an issue. Bias is real! I teach my students to read for these things, as my goal is never indoctrination and is always clearer thinking and a greater knowledge of the world.

With these things said, please use discretion when choosing articles for your kids, keeping in mind the context you teach within and the sensitivities of your students and families.

Time-sensitive Articles

Timeless Articles

These are articles that I've used in the past and that I could, in a pinch, use again this year.

Curricular Articles - these are used in direct connection with my world history curriculum

Articles of the Week for 2015-2016

I'm being a bit more proactive with my AoW approach this year, organizing articles that I plan to use by time-sensitive - it's best to use these near their publication date - and timeless - these touch upon themes and ideas likely to be relevant for at least a few years.

Time-sensitive Articles

Timeless Articles

The list of articles of the week for 2014-2015

Here's the list for this school year:

"President Obama says he doesn't believe Cuba is supporting terrorism," from Newsela & the Washington Post. (pdf)

"Too Many Tests? More Parents Opt Out; Congress May Rewrite Law," from Newsela & the Washington Bureau. (pdf)
Dear Readers: Please note that this is a controversial issue, and that you should use this article thoughtfully. I chose this article because of what I feel is a balanced reporting of an issue that many of my students have been hearing about. The aim of these articles is not to sway students one way or another, but rather to provide them background knowledge so that they might better understand the world they live in and be better able to read its texts.

California Water Shortage, from Newsela & the LA Times. (pdf)
Kelly's AoW this week takes an argumentative approach to this topic - click here.

"The End of Coal?" from The Week.
This is one of Kelly's AoWs.

"Two Articles about Net Neutrality," from CBS News and The Washington Post.
This is one of Kelly's AoWs.

"Warren Buffet's Two List Strategy," by James Clear. (pdf)

"Two Children's Activists Win Nobel Peace Prize," by Los Angeles Times and Newsela staff.

"Why the Government Should Pay Every American Child an Allowance," by Matt Bruenig for The Week.

"Eight Things the Happiest People Do Every Day," by Eric Barker of Barking up the Wrong Tree.

"Six Ways to Strengthen Your Self-Control Muscle," by Laura Entis for Entrepreneur.

"Colorado Students Protest a Conservative Call to Change Their Curriculum," by Matt Ferner for The Huffington Post.

"Why I'll Never Tell My Son He's Smart," by Sal Kahn for The Huffington Post.
Thank you to Erica Beaton and her husband Matt for this one!

"Abu Bakr al-Baghdadi: The Man Who Would be Caliph," by TheWeek.com.

"Here's how much your high school grades predict your future salary," by Jonnelle Marte for the WaPo.

If you have an AoW you've used this year that you'd like to share, contact me - I'd love to post it for the good of the community.

The list of articles of the week for 2013-2014

Here's the list for this school year:

"American Prisoner in North Korea Requests Rescue," by Choe Sang-Hun for the New York Times.

"Why 'Stop and Frisk' is Worse than NSA Surveillance," by Marc Ambinder for The Week.

"The Writing is on the Wall," by Esther Cepeda for the Washington Post.

"Monsanto Doesn't Want You to Know What You're Eating," by Zack Kaldveer and Ronnie Cummins for AlterNet.org

"Can the Postal Service by Saved?" by The Week.

"Seeing Narcissists Everywhere," by Douglas QuenQua for the New York Times.

"Nazi War Crimes Suspect, 98, Dies Awaiting Trial," by Alan Cowell for the New York Times.

"Why Are Chemical Weapons Worse Than Conventional Weapons?" by Keith Wagstaff for The Week.

"Dying Well," by Katy Butler. Note that this article includes my first attempt at an AoW rubric and also the Reading for Meaning strategy. We'll see how it goes!

"Miss America and Social Media's Ignorant Bigotry," by Leonard Pitts Jr. for The Miami Herald. Once again, the format I'm using is tweaking the AoW 2.0 I started playing with in AoW #9.

"Rest of the World Thinks Congress is a 'Laughing Stock' for Government Shutdown," by Shadee Ashtari for The Huffington Post.

"E-Smoking Among Teenagers" and "Everything You Need to Know about E-Cigarettes," by NYT and ABC News, respectively.

"Forget Cursive. Teach Kids to Code," by Keith Wagstaff for The Week.

"Pro/Con: Fast Food Minimum Wage Debate," by Mark Weisbrot and James Sherk for McClatchy-Tribune News Services; adapted by NewsELA.

"End Adolescence," by Newt Gingrich for Business Week. Thanks to Chad Walden for putting this one together!

"Five Arguments For and Against Capital Punishment," by Flame Horse for

"How to Raise a Kid Who Isn't Whiny and Annoying," by Lyz Lenz for LyzLenz.com. Thank you to colleague and friend Heidi Bonnema for putting this one together!

"Richard Sherman: Evil, or Genius?" by Keith Sharon. Thank you to Jennifer Villalpando and the fine teachers of Oceanside Unified School District for sharing this!

"Eating Food that's Better for You, Organic or Not," by Mark Bittman for The Times. Thank you again to Heidi Bonnema for this great article!

"Less Sleep, More Time Online Raise Risk of Teen Depression," by Maanvi Singh for NPR.org. Heidi once again provided this one. Thank you!

"Teen to government: Change your typeface, save millions," by Jay Dillon. Once again, Heidi Bonnema created this one!

"A Startlingly Simple Theory about the Missing Malaysia Airlines Jet," by Chris Goodfellow for Wired Magazine. Thank you again to Jennifer Villalpando and her colleagues at Oceanside Unified School District for sharing this one!

"How to get a job at Google," by Thomas Friedman. Thanks again, Jennifer and Co!

"Study: You Really Can 'Work Smarter, Not Harder," by Nanette Fondas. Thank-you, Heidi for creating this one!

"Read, Kids, Read," by Frank Bruni for the New York Times. This one isn't in the AoW format, but it's a great read for kids prior to summer break - we need them to read!

"Should Drone Attacks Continue ," by ____ for USA Today. Thank you to Chad Walden for sharing this one - like Chad says, it's an older article, but the issue is current and it's a nice format with an opposing view included. Thank you, Chad!

The Coding Debate: A point-counterpoint pair of articles featuring "Teach It As Early As Possible," by Hadi Partovi, and "Other Skills Should Come First" by Beverly Amico; for the New York Times.
Thank you to Jay Dennis of Gautier HS in the Pascagoula School District for contacting me and offering to share your articles of the week! This one was from Jay, as well as the next one

The Coding Debate: A point-counterpoint pair of articles featuring "Teach It As Early As Possible," by Hadi Partovi, and "Other Skills Should Come First" by Beverly Amico; for the New York Times.

The list of articles of the week from 2012-2013

Below is a list of articles I prepared for the 2012-2013 school year. Some were read as part of the AoW assignment; others were read for different lessons or units (which I note parenthetically).

"Best. Decade. Ever.", by Charles Kenny for Foreign Policy.

"Saudi Arabia's Judoka Strikes Blow for Women's Rights in Olympics," by Esther Addley for The Guardian.

"Teen Hospitalized after 4-day Video Game Binge," by TheWeek.com.

"The Media's Obsession with Political Gaffes: Four Downsides," by TheWeek.com.

"Justin Bieber Disses Prince William on Thinning Hair," by Lisa Suhay for The Christian Science Monitor.

"Sikhism and Gun Control," by TheWeek.com.

"The Quietly Heroic Life of Ambassador Chris Stevens," by TheWeek.com.
My colleague Erica Beaton created this one - thanks Erica!

"The Writing is on the Wall," (pdf) by Esther Cepeda for The Washington Post Writer's Group, 9/20/12.

"State Dept Never Believed what Hilary Clinton Said," by Daniel Halper for The Weekly Standard.

"The World's Silliest Territorial Dispute," by TheWeek.com.

"The Cases for Obama and Romney," by TheWeek.com.

Articles related to marijuana legalization in Washington and Colorado; I've also created an ACT-style writing prompt and debate for this issue:

"Did Big Labor Kill the Twinkie?" and "Ding Dongs - Big Labor Strikes Again," by TheWeek.com and by Jennifer Rubin for The Washington Post, respectively.

"Is the 500 million Powerball Lottery a Tax on the Poor?", by TheWeek.comand Natasha Lennard at Salon.

"10 Things You Need to Know Today: December 9, 2012," by TheWeek.com.

"Why the World is Preparing for War in Mali," by D. B. Grady for TheWeek.com.

"North Korea's Rocket Launch: 3 Consequences," by Harold Maass for TheWeek.com.

"What Gun Control Can and Can't Do," by Marc Ambinder for TheWeek.com.

"4 Disturbing Trends You Should Pay Attention to in 2013," by Paul Brandus for TheWeek.com.

"Is Bashar al-Assad Nearly Finished?", by Harold Maass for TheWeek.com.

"Bride-burning in India, Pakistan, and Bangladesh is Acceptable Murder," by Nancy Koerner for The Examiner.

"Urine the Army Now: Arguments against Women in Combat," by William Saletan for Slate.

"8 Ridiculous Vladimir Putin Publicity Stunts" and "Did Iran Fake its Space Monkey Mission?", by Samantha Rollins and TheWeek.com.

"The Early Bird Gets the Bad Grade," by Nancy Kalish for the New York Times.
My colleague Becky Kooi created this one - thanks so much, Becky!

"Struggling Back from War's Once-Deadly Wounds," by Denise Grady for the New York Times.
This article serves as an excellent segue into All Quiet on the Western Front, as well as into any discussion about the human costs of war.

"Sleep Deprivation has Genetic Consequences, Study Finds," by Erin Brown for the LA Times.

"Bystander Psychology: Why Some Witnesses to Crime Do Nothing," by Maia Szalavitz for Time.com.
We'll be connecting this case to our study of WWI and WWII in world history.

"Secrets of the Most Successful College Students," by Annie Murphy Paul for Time.com.

3 articles on escalating tensions in Korea (pdf), by various authors for TheWeek.com.
In world history, we are beginning our study of 1950-2000, and, as part of that, we're reading Blaine Harden's Escape from Camp 14.

"He has Millions and a New Job at Yahoo. Soon, he'll be 18," by Brian Stelter for the New York Times.

"Inside the World of Kim Jong Un," for The Week.
This is another North Korea tie in to our reading of Escape from Camp 14. Thanks to Kelly Gallagher for providing this article of the week.

"Should college grads do what they love?", by Carmel Lobello for The Week.

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Dave Stuart Jr. has been using Kelly Gallagher's article of the week assignment for years. Here are Dave's resources.

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2.)How the Service Uses and Shares Information About You
4. Our servers may also automatically collect information about you, your online behavior and your computer, mobile or other device. The information collected may include, without limitation, the make, model, settings, specifications (e.g., CPU speed, connection speed, browser type, operating system, device identifier) and geographic location of you and/or your computer, mobile or other device, as well as date/time stamp, IP address, pages visited, time of visits, content viewed, ads viewed, the site(s), application(s), destination(s), and/or service(s) you arrived from, and other clickstream data.

5. If you choose to access, visit and/or use any third party social networking service(s) that may be integrated with the Service, we may receive personally identifiable information and other information about you and your computer, mobile or other device that you have made available to those services, including information about your contacts on those services. For example, some social networking services allow you to push content from our Service to your contacts or to pull information about your contacts so you can connect with them on or through our Service. Some social networking services also will facilitate your registration for our Service or enhance or personalize your experience on our Service. Your decision to use a social networking service in connection with our Service is voluntary. However, you should make sure you are comfortable with the information your third party social networking services may make available to our Service by visiting those services' privacy policies and/or modifying your privacy settings directly with those services. We reserve the right to use, transfer, assign, sell, share, and provide access to all personally identifiable information and other information about you and your computer, mobile or other device that we receive through third-party social networking services in the same ways described in this Agreement as all of your other information.

1. We use personally identifiable information you supply through the Service to provide you with the merchandise, product, service, and/or content you have requested. For example, if you subscribe to any of our publications, we may use your e-mail address to send you a confirmation notice and your mailing address to send you the publication. Similarly, if you enter an online sweepstakes, we will use this information to notify you if you are a winner. We may also use the information to communicate with you about new features, products or services, and/or to improve the services that we offer by tailoring them to your needs.

2. Unless otherwise specified on the Service, we may sell or share information about you and your computer, mobile or other device, including without limitation your personally identifiable information, with our parent, subsidiaries, and affiliates and with carefully selected companies who we think may offer services and/or products that may be of interest to you. If you do not wish to receive future commercial messages from us, simply follow the unsubscribe instructions contained within the message you receive. (But note that you may continue to receive certain communications from us, such as transactional or relationship messages, and/or messages about your account/profile). If you've registered on any part of the Service, please use the mechanism or contact information on the Service that allows you to change or update your member preferences or information, if available, to keep all such data accurate and up-to-date. (Please refer to paragraph 8 below.)

3. We may also allow access to our database by third parties that provide us with services, such as technical maintenance, market research, community and forums management, auction services, and shopping, personal/job search and other classified ads functionality, but only for the purpose of and to the extent necessary to provide those services. And if you choose to purchase merchandise, products and/or services, including without limitation content, on or through features on the Service, we may forward your payment information to third parties for services such as credit card or other payment processing, order fulfillment, credit pre-authorization, and address verification. There are also times when you provide information about yourself to us in areas of the Service that may be managed or participated in by third parties. In such cases, the information may be used by us and by such third party(ies), each pursuant to its own policies. We may also provide your personally identifiable information to our advertisers, so that they can serve ads to you that meet your needs or match your interests. While we may seek to require such third parties to follow appropriate privacy policies and will not authorize them to use this information except for the express purpose for which it is provided, we do not bear any responsibility for any actions or policies of third parties.

4. We reserve the right to access, use, and share with others your personally identifiable information for purposes of health, safety and other matters in the public interest.

5. We may also provide access to our database in order to cooperate with official investigations or legal proceedings initiated by governmental and/or law enforcement officials, as well as private parties, including, for example, in response to subpoenas, search warrants, court orders, or other legal process.

6. In addition, we reserve the right to use the information we collect about your computer, mobile or other device (including its geographic location), which may at times be able to identify you, for any lawful business purpose, including without limitation to help diagnose problems with our servers, to gather broad demographic information, analyze trends, track users' movements around the Service, and to otherwise administer the Service. Geographic location information about you and/or your computer, mobile or other device may specifically be used to show you content and sponsored messaging based on geographic location.

7. We reserve the right to use, transfer, sell, and share aggregated, anonymous data about our users as a group for any lawful business purpose, such as analyzing usage trends and seeking compatible advertisers, sponsors, clients and customers.
3.)Local Device Storage and Other Tracking Technologies
8. In addition, as our business changes, we may buy or sell various assets. In the event all or a portion of the assets owned or controlled by us, our parent or any subsidiary or affiliated entity are sold, assigned, transferred or acquired by another company, the information from and/or about our Service users may be among the transferred assets.

9. We reserve the right to identify you from your personally identifiable information and purchase information and/or to merge or co-mingle anonymous or non-personally identifiable data about you, your offline and online behavior, and/or your computer, mobile or other device (including its geographic location), with your payment information and/or personally identifiable information, for any lawful business purpose.

1.The Service may place and/or store code or other types of information and/or devices (e.g., "cookies") on your computer, mobile or other device ("Local Device Storage"). We may use Local Device Storage for any lawful business purpose, including without limitation to determine which of our messages have been opened by recipients so we can gauge the effectiveness of marketing campaigns, to control the display of ads, to track usage patterns, the movements of individual users, and your geographic location, to help diagnose problems with our servers, to gather broad demographic information, to analyze trends, to conduct research, to deliver editorial content, to record registration and personalization information, and to otherwise administer the Service. For example, if you register on any part of the Service and are given the option to save your user name and password, we may provide this convenience to you via Local Device Storage. Local Device Storage may also collect and store your personally identifiable information, which may be shared with our parent, subsidiaries, and affiliates and other companies.
4.)Third-Party Tracking Technologies
2.If you do not want Local Device Storage, your computer, mobile or other device may include an option that allows you to not accept it. However, if you disable Local Device Storage, some portions of the Service may not function properly.
5.) Transfer of Information
3. In addition to Local Device Storage, we may use web beacons, web bugs, clear gifs, and similar technologies (collectively, together with Local Device Storage, the "Tracking Technologies"). We use Tracking Technologies for all or some of the same lawful business purposes we describe above for use of Local Device Storage.

1. Our advertising service vendors and other third parties may also use Tracking Technologies to serve you advertisements tailored to interests you have shown by browsing on this Service and other sites, applications, destinations, and services you have visited, and to determine whether you have seen a particular advertisement before to avoid sending you duplicate advertisements, and for other lawful business purposes. In doing so, these third parties may collect non-personally identifiable data including for example the make, model, settings, specifications (e.g., CPU speed, connection speed, browser type, operating system, device identifier) and geographic location of your computer, mobile or other device, as well as date/time stamp, IP address, pages visited, time of visits, content viewed, ads viewed, the site(s), application(s), destination(s), and/or service(s) you arrived from, and other clickstream data. The use of Tracking Technologies by third parties is subject to their own privacy policies, not this Privacy Policy, and we have no responsibility or liability in connection therewith.
6.)Information Security and Notification
1. Your information may be transferred to, and maintained on, servers and databases located outside of your state, province, country or other governmental jurisdiction where the privacy laws may not be as protective as your jurisdiction. Please be advised that we may transfer your information to and from any state, province, country or other governmental jurisdiction, and process it in the United States or elsewhere.

2. The Service is intended for citizens of the United States. Nautilus makes no representation that the contents of this Privacy Policy comply with the laws of countries other than the United States of America. Those who choose to access the Service from locations outside the United States do so at their own risk and are responsible for compliance with all applicable laws.

1.Because no data transmission is completely secure, and no system of physical or electronic security is impenetrable, we cannot guarantee the security of the information you send to us or the security of our servers, networks or databases. By using the Service you agree that we are not responsible for any inadvertent loss of such information or the consequences thereof.
7.) Kids and Parents
2.If you elect to store information, such as your personally identifiable information or payment information, where others may access it, we are not responsible for any loss of such information or the consequences thereof. If you lose a computer, mobile or other device, or it is stolen, that contains your personally identifiable information or payment information, it is up to you to take all the steps necessary to protect yourself.

3. In the unlikely event that we believe the security of any of your information in our possession or control may have been compromised, we may seek to notify you. If notification is appropriate, we may notify you via your computer, mobile or other device.
8.)Your access to your personally identifiable information
1. This Service is not intended for use by children, especially those under the age of 13. No one under age 13 is allowed to register for the Service or provide any personally identifiable information or use our social, community, and public discussion areas; photo and video galleries; bulletin boards; forums; chats; blogs; personal/job search and other classified ads; and elsewhere. Minors between the ages of 13 and 17, inclusive, must get the permission of their parent(s) or legal guardian(s) before making purchases, including subscriptions, on this Service.
9.) Changes to this Privacy Policy
2. If your children disclose information about themselves in publicly accessible areas of the Service, they may get unsolicited messages from other parties. Therefore, you should tell them not to do so.

1. If you would like to know whether the Service has collected personally identifiable information about you, please send the Service the activities that you participated in at the Website which requested personally identifiable information and after reviewing the relevant databases, the Service will confirm whether it has collected such information about you. You may review personally identifiable information about you in the the Service records at any time provided you first give the Service proof of your identity, such as by accurately stating a password. The Service will change any inaccuracies in the personally identifiable information that pertains to you in response to a reasonable request, and/or end any direct communications with you, or even delete your personally identifiable information altogether, except to the extent the Service is required to do otherwise under law. To convey any such request, contact john.steele@nautil.us and please put "privacy policy" in the subject heading.

1. By accessing the Service, you agree to be bound by this Privacy Policy (as well as the other parts of the Terms of Use).

2. We reserve the right to change this Privacy Policy from time to time, in which case we will post the revised Privacy Policy on the Service. By continuing to use the Service after we post any such changes, you accept the Privacy Policy as modified.

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Welcome to Each month we choose a single topic. And each Thursday we publish a new chapter on that topic online. Each issue combines the sciences, culture and philosophy into a single story told by the world's leading thinkers and writers. We follow the story wherever it leads us.

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Concord Consortium – Revolutionary digital learning for science, math, and engineering

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Concord Consortium – Revolutionary digital learning for science, math, and engineering

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We have a diverse group of innovators who are truly amazing. They are collaborative, creative, and fully dedicated to our core mission. And they combine bucketloads of disciplinary knowledge, educational experience, and technological expertise in marvelous ways, all in the name of showing educational technology's true potential to the world.

We imagine a deeply digital future, where teaching and learning seamlessly incorporate the best features of digital technology to dramatically improve education.
More about our mission and vision

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Cultivating curiosity to bring out the inner scientist in everyone. We're a nonprofit organization dedicated to creating innovative educational technology for STEM learning. Our pioneering work brings technology's promise into reality for education worldwide.

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Mr. Dr. Science Teacher – A high school science teacher with a Ph.D. in Ecology and Evolution reflects on teaching, science, and teaching science in the public schools.

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Mr. Dr. Science Teacher – A high school science teacher with a Ph.D. in Ecology and Evolution reflects on teaching, science, and teaching science in the public schools.

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You searched for science - Ditch That Textbook

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You searched for science - Ditch That Textbook

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You searched for science - Ditch That Textbook

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Looking for Prentice Hall and PHSchool.com?

Prentice Hall is part of Savvas Learning Company - a leading provider of K-12 education curriculum and digital learning solutions for students and educators.

Due to Adobe's decision to stop supporting and updating Flash® in 2020, this site has been retired.

We invite you to explore our featured secondary programs.

Transform Learning Outcomes

The Savvas experts will guide you through our blended solutions, digital textbooks and printed materials. We'll also assist you throughout the entirety of the process.

Contact Our Team

Subscribe to Our Free Publications

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Prentice Hall, PHSchool, PHSchool.com was retired due to Adobe's decision to stop supporting Flash in 2020. Please contact Savvas for product support.

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Lesson Plan and Activity Finder | NIDA for Teens

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Lesson Plan and Activity Finder | NIDA for Teens

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In this lesson, developed in partnership with Scholastic, students build skills that let them separate good science from misinformation. Students learn to spot the signs of misleading news and look for clues that indicate information is based on fact. This is especially important for teens who are inundated with stories on social media about important topics such as their health.

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Home - Public Health Image Library(PHIL)

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Home - Public Health Image Library(PHIL)

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Home - Public Health Image Library(PHIL)

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CDC - Public Health Image Library (PHIL)

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Official website of the National Institutes of Health (NIH). NIH is one of the world's foremost medical research centers. An agency of the U.S. Department of Health and Human Services, the NIH is the Federal focal point for health and medical research.

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Science Education | National Institute of Biomedical Imaging and Bioengineering

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Science Education | National Institute of Biomedical Imaging and Bioengineering

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National Institute of Biomedical Imaging and Bioengineering

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NIBIB's science education page is meant to be a resource for students, parents, teachers, and anyone interested in biomedical imaging and bioengineering. Here, you'll find answers to commonly asked questions about medical imaging and bioengineering technologies and learn about NIBIB-funded research. You'll also find links to websites, organizations, and events that promote science education and encourage scientific discovery.

THE BIONIC MAN

Visually explore some of the latest bioengineering creations from NIBIB-funded research. From prosthetics to artificial kidneys, these technologies are changing lives now and in the futures.

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NIBIB's science education page is meant to be a resource for students, parents, teachers, and anyone interested in biomedical imaging and bioengineering. Here, you'll find answers to commonly asked questions about medical imaging and bioengineering technologies and learn about NIBIB-funded research. You'll also find links to websites, organizations, and events that promote science education and encourage scientific discovery.