This segment from Swift: Eyes through Time traces the history military officers and engineers discovering a strange phenomenon in the sky that astronomers now know are gamma-ray bursts.

The information presented in each ActionBioscience.org article has been correlated to the U.S. National Science Education Standards (NSES). Articles may be listed below in more than one category of the standards and educators may determine other curricular applications for the articles.

This course asks students to consider the ways in which social theorists, institutional reformers, and political revolutionaries in the 17th through 19th centuries seized upon insights developed in the natural sciences and mathematics to change themselves and the society in which they lived. Students study trials, art, literature and music to understand developments in Europe and its colonies in these two centuries. Covers works by Newton, Locke, Voltaire, Rousseau, Marx, and Darwin.

Science in its earliest beginnings consisted of a practice called alchemy. Alchemy includes the study of chemistry, biology, astronomy, spirituality, physics, and art. Distillation or experiments in purification of substances may have been a part of the practice of alchemy.

This lesson introduces students to significant inventions of the late 19th century and examines the power of Congress to pass laws related to the granting of patents. It correlates to the National History Standards and the National Standards for Civics and Social Sciences. It also has cross-curricular connections with history, government, language arts, and science.

Flyover of Amundsen's path to the South Pole

The Art of the Probable" addresses the history of scientific ideas, in particular the emergence and development of mathematical probability. But it is neither meant to be a history of the exact sciences per se nor an annex to, say, the Course 6 curriculum in probability and statistics. Rather, our objective is to focus on the formal, thematic, and rhetorical features that imaginative literature shares with texts in the history of probability. These shared issues include (but are not limited to): the attempt to quantify or otherwise explain the presence of chance, risk, and contingency in everyday life; the deduction of causes for phenomena that are knowable only in their effects; and, above all, the question of what it means to think and act rationally in an uncertain world. Our course therefore aims to broaden students’ appreciation for and understanding of how literature interacts with--both reflecting upon and contributing to--the scientific understanding of the world. We are just as centrally committed to encouraging students to regard imaginative literature as a unique contribution to knowledge in its own right, and to see literary works of art as objects that demand and richly repay close critical analysis. It is our hope that the course will serve students well if they elect to pursue further work in Literature or other discipline in SHASS, and also enrich or complement their understanding of probability and statistics in other scientific and engineering subjects they elect to take.

The science of astrobiology is concerned with the question of whether or not life exists on other planets. These activities were adapted for use in afterschool programs with ages 5-12. Astrobiology consists of eight activities, each of which may be completed in about one hour. Astrobiology: Science Learning Activities for Afterschool was produced by the American Museum of Natural History (AMNH) as a part of a 18 month study and demonstration project funded by NASA.

This video segment from Swift: Eyes through Time deals with the advancement of science through changing existing ideas, refuting outdated theories, and incorporating new findings.

This guide is designed to take advantage of the educational information in the three-part PBS series BENJAMIN FRANKLIN (PBS airdate November 19-20, 2002), directing teacher’s to specific sections of the series relevant to the lesson plan. The lessons engage students with a media-rich environment that employs video, DVD, computers, and the Internet in addition to more traditional print resources. The lesson plans are flexible, allowing teachers to adapt the instruction to their particular needs. Pre K-12 teachers may videotape the series and use it in the classroom for one year.

Students become familiar with lunar phases by locating and then graphing the Moon phase of their own birthdays. After listening and discussing lunar myths and legends they create their own Birthday Moon Stories.

The Ohio State University's Library web site notes As a navigational aviator, Byrd pioneered in the technology that would be the foundation for modern polar exploration and investigation. As a decorated and much celebrated hero, Byrd drew popular attention to areas of the world that became focal points of scientific investigation in numerous disciplines.

The Ohio State University's Library web site notes As a navigational aviator, Byrd pioneered in the technology that would be the foundation for modern polar exploration and investigation. As a decorated and much celebrated hero, Byrd drew popular attention to areas of the world that became focal points of scientific investigation in numerous disciplines.

Students create a timeline of world events from 1905 through 2006, the years encompassed by the Cosmic Times posters, to get a sense of the history surrounding the discoveries over the past century. Grades 7-12.

This site, originally published as part of NASA's History Series, presents a detailed history of the Apollo program. The story begins in the 1950s with early efforts to beat the Soviet Union into space, carries through the Kennedy administration, with its famous challenge to land a man on the moon and return him safely to Earth by the end of the 1960s, and culminates with the landing of Apollo 11 on the Moon in July 1969. The site features text, pictures, references, and several appendices containing more detailed information.

This site tells the story of a complex, world-class physicist who became the driving force the Soviet Union's race to develop the atomic and hydrogen bomb.

This course will consider the claim that there is no such thing as race, with a particular emphasis on the question whether races should be thought of as natural kinds: is our concept of race a natural kind concept? Is the term 'race' a natural kind term? If so, is Appiah right to conclude that there are no races? How should one go about "analyzing" the concept of race?

" This seminar examines the history and legacy of the Cold War on American science. It explores scientist's new political roles after World War II, ranging from elite policy makers in the nuclear age to victims of domestic anti Communism. It also examines the changing institutions in which the physical sciences and social sciences were conducted during the postwar decades, investigating possible epistemic effects on forms of knowledge. The subject closes by considering the place of science in the post-Cold War era."

This educator's guide was developed with the Cosmic Questions national traveling exhibit. It contains activities relating to the exhibit's theme, our place in space and time-and information about the exhibit. Although the guide complements a museum visit, activities can be used independently from the exhibit.