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Biology
Chemistry and Biochemistry (CHEM rubric changed to CHMY rubric as of Fall 2009)
Earth
Science (ESCI changed to ERTH & GEOL changed to GEO as of Fall 2009)
Education
Electrical Engineering
Health
and Human Development
Geography
Land
Resources and Environmental Sciences
Mathematics
Microbiology
Plant Sciences
Physics
Range Science
Elementary Education
Courses for Middle and High School Teachers
Biology
BIOL
513 Terrestrial Ecology of Plains and Prairies
Credit: 1
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Joe Bradshaw, IPSE and Ecology Department, MSU-Bozeman
Grassy areas – plains, prairies
and meadows – rarely get the attention that
lakes do, for example, or forests. But are grassy
areas really that boring? What is the difference
between the grass in your lawn and the bunchgrass
in the field? Why are grasslands of any size important?
How does land use change community composition?
In this course, we will take a closer look at
one or two grass communities near your home or
school and address these questions and others.
You will complete six activities in this course:
1) Examine grass plants and learn some of their
biology.
2) Locate and describe an important grassland
in your area, a park, for example, explaining
why it is special.
3) Locate and describe one or two study areas
for your class project that ideally could be used
for your own classroom activities.
4) Identify 8-10 major plants in your study areas
and construct a dichotomous key to the plants
that could be used by your students.
5) Quantitatively compare two features between
or within your study areas, collecting data and
analyzing them statistically (a sample statistics
problem will be provided).
6) Write a short paper on your project, following
scientific paper format. A “Question of
the Week” will spark discussion among class
members.
This course will get you outside, investigating
areas that you find interesting and relevant to
you and your students. It may be combined with
BIOL 519, Biology of Riparian Zones and Wetlands,
for observing similarities and differences between
drier and wetter communities.
BIOL 516 Terrestrial
Ecology of the Northern Rocky Mountains
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Tad Weaver, Department of Ecology, MSU-Bozeman
A field oriented study of Montana ecosystems that
uses facts and methods which can be extrapolated
beyond the region. Objectives are 1) to introduce
Rocky Mountain ecosystems, 2) to relate them to
North American and world ecosystems, and 3) to
review measurements used to extend our knowledge.
Discussion will focus on ways to use material
for teaching with 'the scientific method'. The
course will be plant and ecosystem oriented; attention
to animals will depend on student input.
The ecosystems considered occupy the entire altitudinal
gradient ranging from grassland/shrubland through
dry forest, and cool moist forest to alpine. Climax
communities will be compared with seven traditional
questions: what is its ... composition (plants
and animals), structure (layers, etc), processes
(PS and respiration), distribution in time and
space, relation to environment (e.g. temperature
and water requirements), and classification (Daubenmire
HTs).
An ecosystem may be occupied by vegetation other
than climax vegetation. Immature vegetation might
be seral, i.e. communities occupying the site
soon after disturbance. Or the vegetation might
be held in a stable sub-climax by forces such
as repeated cultivation or fire. 'Seral' and 'disclimax'
vegetation will be observed and compared to each
other and to climax vegetation in the light of
the seven questions posed above.
While content will focus on Montana ecosystems,
the process is central to science and extend beyond
ecology to most human pursuits. We will practice
discovery using a method (scientific method),
associated statistics, and ecological tools. Of
tools, we will test some - such as shears, rulers,
scales, remote (air/satellite) photos, and the
library. Each student will design a project, gather
data, analyze it, and write a short paper.
BIOL
519 Biology of Riparian Zones and Wetlands
Credit: 2
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Joe Bradshaw, IPSE and Ecology Department, MSU-Bozeman
Building a home along the bank of
a river (riparian zone) or draining a wet area
(wetland) for “useful” purposes are
commonplace activities throughout the country.
But how do these activities change the functions
of naturally occurring riparian zones and wetlands?
In this course, we will explore the structure
and functions of these areas transitional between
dry and aquatic communities, and their importance
in the natural world. You will complete six activities
in this course:
1) Read some on-line material about riparian zones
and wetlands, and discuss the material.
2) Locate and describe an important riparian zone
or wetland, a park for instance, in your area,
explaining why it is special.
3) Locate and describe one or two study areas
for your class project that ideally could be used
for your own classroom activities.
4) Identify 8-10 major plants in your study areas
and construct a dichotomous key to the plants
that could be used by your students (or friends).
5) Quantitatively compare three features between
or within your study areas, collecting data and
analyzing them statistically (a sample statistics
problem will be provided).
6) Write a short paper on your project, following
scientific paper format. We will have a “Question
of the Week” for sparking discussion among
class members.
Science standards, federal and state, usually
require field activities and ecological understanding.
This course will get you outside, investigating
areas that you find interesting and relevant to
you and your students. This course can be combined
with BIOL 513, Terrestrial Ecology of Plains and
Prairies, for heightening awareness of the similarities
and differences between grasslands and wetter
areas.
BIOL
520 Understanding & Managing Animal Biodiversity in Yellowstone National Park
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Jay Rotella, Department of Ecology, MSU-Bozeman
The Greater Yellowstone Ecosystem
is a dramatic setting composed of lands that vary
widely in terms of their elevation, soils, habitat
features, & animal diversity, as well as in
terms of land ownership, land use, and wildlife
management. This course is designed to explore
how animal diversity is distributed across the
Greater Yellowstone Ecosystem (GYE), why such
a distribution exists, & the consequences
of those distributions to animal conservation.
To gain a better understanding of the causes &
consequences of spatial patterns of biodiversity,
we will explore a variety of locations in Yellowstone
National Park and its surrounding National Forests,
Wildlife Refuges, and private lands.
This course will have the following
components for studying animal conservation in
the GYE in today’s changing world:
-
Who are the animals of the GYE? Field identification,
species ecology and life histories, and species-specific
habitat needs.
-
How are species distributed across the GYE?
Where is diversity high versus low? Why might
such patterns exist?
-
How well do the distributions of species overlap
with (a) existing National Park lands, (b)
other wildlife reserve lands, and (c) private
lands?
-
How can we use knowledge of such patterns
to conserve diverse species of wildlife in
the GYE?
The course builds foundations in
morning lectures, discussion, quizzes and lab
exercises. Field trips include visits to diverse
habitats in Yellowstone National Park and surrounding
lands, techniques of animal identification, and
in-depth discussion of key topics in the course.
Field trips seek to build an understanding of
the unique challenges of and innovative strategies
for managing diverse species in a complex and
changing world.
Physical Fitness Requirement: Field
trips require walking up to 2 miles on moderate
slopes on established trails.
BIOL
522 Birds of Prey of the Greater Yellowstone Ecosystem
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate
years (odd)
Instructor:
Dr. David Willey, Department of Ecology, MSU-Bozeman
This course is designed to explore the ecology
and habitats of raptor species that live in the
Greater Yellowstone Ecosystem (GYE). Birds of
prey include all species of raptors. Raptors are
birds with unique specializations for killing
prey, e.g., raptorial claw-like feet and massive
bills designed to rip, tear, and crush their prey.
The course will explore strategies raptors use
to find things to eat and safe places to nest.
We will pay special attention to the influence
of human activities on raptors and their habitats.
This course will have the following components
for studying birds of prey in the GYE:
1) Who are the Birds of Prey in the GYE? Field
identification of raptors, species ecology and
life histories, and species-specific habitat needs.
2) Examination of key principles of raptor population
ecology (studying survival and reproduction).
3) Reinforce methods of discovery: raptor responses
to human encroachment into wilderness.
4) Review inquiry-based learning: the scientific
method and things raptors eat (the concept of
“resource availability”).
The course builds foundations in morning lectures,
discussion, quizzes and lab exercises. Afternoon
field trips include techniques of raptor identification
and studying raptor ecology. Field trips will
integrate methods to study trends in raptor population
status and habitat quality.
Physical Fitness Requirement:
Field trips require walking up to 2 miles on moderate
slopes on established trails.
BIOL
523 Wildlife Ecology of the Northern Rocky Mountains
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. David Willey, Department of Ecology, MSU-Bozeman
The course is designed as an introduction
to the Ecology of the Rocky Mountains as showcased
within Yellowstone National Park. The Park may
well be one of the few intact wild ecosystems
in the lower 48 states. The course content will
include principles and techniques for studying
wildlife populations in the field. This course
will also focus on large mammalian and avian wildlife
populations that occupy terrestrial ecosystems
within the Northern Rocky Mountains. The course
will have the following components:
-
Examine key principles of ecology, particularly
population ecology, and review fundamental
connections among species, populations, communities,
and ecosystems.
-
Use the platform of ecology to discern methods
to study wildlife responses to human disturbances
(e.g., habitat loss, increased urban development
and encroachment in wilderness, and global
warming).
-
Explore contemporary issues of wildlife
management within the Northern Rockies (e.g.,
wolf reintroductions in Yellowstone National
Park).
This course will be based in the wildlife lab
on MSU's campus on Monday. During Tuesday through
Thursday, the course will be field-based.
We will leave Bozeman on Tuesday and return to
Bozeman on Thursday mid-day. We will camp for
three nights during the week and cook our meals
at campsites. Transportation will be provided
by the MSU motor pool (vans) - no personal vehicles
permitted (no exceptions).
A maximum of 10 students are allowed to take this course. To enroll in this campus summer field course, email the MSSE Office (dianap@montana.edu) and ask to be added to the waiting list.
Students are expected to provide the following
minimum equipment for their camping needs:
-
One- or two-person, light-weight, non-bulky
tent (no big, heavy “family” tents
– we won’t have room for these);
team up with another student to share a two-person
tent if possible
-
Sleeping bag and pad (no bulky air mattresses)
-
Basic cooking equipment + utensils (team-up
with another student) – no big Coleman
stoves or lanterns (bring small, lightweight,
back-packing equipment)
-
Minimal clothing for one week (layers for
hot and cold weather)
-
Largest can available of bear “pepper-spray”
(active ingredient = capsaicin)
-
Personal toiletries, sunglasses, hat, daypack,
water bottle, sunscreen, camera, field notebook
and pen, etc.
-
Food for 1 day (we will restock food supplies
on a daily basis, or as needed)
-
Large coolers will be provided for perishable
food.
Physical Fitness Requirement: Physical Fitness requirements.
The course requires moderate outdoor
physical activity. Students are expected to walk
several miles, often in relatively steep terrain
without established hiking trails. Please contact
the instructor before signing up for this class
if you have concerns about the required physical
fitness level and your ability to meet these requirements.
BIOL
580 Land Use Issues in the Greater Yellowstone
Ecosystem
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Jerry Johnson, Department of Political Science,
MSU-Bozeman
This course will lay the groundwork
for an understanding of the legal and political
basis for scientific management of natural resources
on public and private lands in the Greater Yellowstone
Ecosystem. Readings, field visits and skill-building
exercises will equip science educators with the
social context of complex ecological issues.
Issues facing policy makers in complex
administrative jurisdictions like the Greater
Yellowstone Ecosystem require a consideration
of the social, legal and economic environment
as well as understanding the scientific questions.
Both are necessary if society is to successfully
address issues like recovery of endangered species,
rural sprawl, or wildfire. The laws that govern
the development of the vast storehouse of natural
resources in the West are based in a time some
call the era of the "Lords of Yesterday".
They are the product of a more freewheeling period
of our economic and political history. They include
water law, hardrock mining law, timber and grazing,
and the designation of Yellowstone National Park
in 1872. These laws play a direct role in how
and why the resource agencies manage public lands
in the West.
Today, economic, social, and political
changes are sweeping the West. The emergent New
West is often in conflict with the Old as extractive
industry gives way to tourism, retirees, and a
service-based economy. While the impacts of our
extractive history are well understood, those
resulting from rapid land use and social change
are less so; from employment patterns to politics,
the new west is different from the old.
BIOL
580 Ecology of Trout Streams
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructors:
Dr. Tom McMahon, Department of Ecology, MSU-Bozeman
Dr. Billie Kerans, Department of Ecology, MSU-Bozeman
Montana is home to world-renowned
trout streams, and this course is designed to
delve into how trout and trout streams function
and some of the current issues surrounding their
management. The course content will include principles
and techniques for studying trout and trout streams
in the laboratory and the field. The course will
have the following components:
-
Identification of the main types of trout
and stream insects found in Montana streams
and their life history, habitat use, adaptations
for living in fast water.
-
Examine key environmental components of a
trout stream (e.g., water temperature, physical
habitat features) and how these factors affect
population dynamics of both trout and their
main insect prey.
-
Explore contemporary issues of trout stream
management within the Northern Rockies (e.g.,
whirling disease, habitat restoration).
This course will combine laboratory
lectures and exercises with day-long field visits
to area streams to collect aquatic insects, conduct
habitat analyses, and view various types of stream
management practices. On one field trip, students
will don wet suits and directly observe trout
behavior. Final Projects will emphasize applications
to K-12 science classrooms.
BIOL
580 Anatomy & Physiology - An Inquiry Approach for Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Cherie McKeever and Shannon Walden, Montana State University-Great Falls
This course is designed for high school teachers of human anatomy and physiology. It provides an effective way to integrate inquiry based learning through human anatomy and physiology with current practices of teachers. It is designed to familiarize teachers with the basic physiological principals of the human body and how to implement this knowledge in the classroom via inquiry learning. The course will integrate human anatomy with physiology using case studies, clinical laboratory testing, texts and integration of material on the student’s part. The textbook will be used as a basis for the course but students will be required to utilize materials from various resources, including but not limited to the Internet, local professionals and clinicians. Students will be exposed to the algorithmic approach employed by clinicians and health care professionals. Students will develop lesson plans using case studies to teach human physiology at the high school level.
BIOL
580 Teaching Evolution
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr. Louise Mead, Education Project Director, National Center for Science Education
This course is designed to provide students with the knowledge, skills, and resources they need to teach evolution effectively. In this course, students will get an overview of evolutionary history and theory, an introduction to current topics of evolution research, tools for making evolution relevant to the science classroom and students' lives, and strategies for lesson development, as well as practical techniques and background knowledge for responding to challenges to evolution instruction.
Chemistry and Biochemistry
CHMY
500 Science Lab Safety and Risk Management
Credit: 1
Mode of Delivery: Campus
Semester Offered: Summer
Instructors:
Dr. Steven Holmgren, Department of Chemistry and
Biochemistry, MSU-Bozeman
This seminar provides information on safe school
laboratory practices including protocols for chemical
purchase, storage and disposal, as well as safety
equipment. Evaluation and modification of common
laboratory experiments and demonstrations will
be included, with participants providing sample
lab exercises for evaluation. Explicit chemical
fire control procedures will be addressed with
a hands-on fire extinguishing experience. Insurance
risks will be considered.
CHMY 505 Critical
Concepts in Chemistry
Credit: 3
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Chris Bahn and Dr. Bill McLaughlin, Department of Chemistry and
Biochemistry, MSU-Bozeman
This course explores new learning strategies that encourage discovery-based learning. A practical laboratory component will enable students to develop laboratory and/or demonstration projects using new approaches and new technology. For each concept, students will pool their current understanding, review texts, develop increased depth and facility in the topic and invent and share practical projects related to the topic.
CHMY
506 Enhancing Laboratory Instruction with Use
of Computers
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructors:
Dr. John Amend, Department of Chemistry and Biochemistry,
MSU-Bozeman
This course provides an opportunity
for grades 7-14 science teachers to explore innovations
in curriculum, technology, modern laboratory facilities,
and new learning strategies that encourage discovery-based
learning. Properly used, a personal computer and
an inexpensive data acquisition interface can
enhance the teaching of laboratory science. Graduate
students enrolled in this class will learn ways
to use computer technology to engage students
in discovery-based learning, to improve laboratory
time utilization, to reduce equipment and chemical
costs, and to improve safety.
This course involves three integrated content
threads. The first introduces the basic principles
and tools involved in electronic and computer-based
laboratory measurement. The second uses these
tools to build understanding of chemical principles,
and the third uses technology and laboratory design
to support inquiry-based teaching strategies.
Chemists and scientists in other fields profit
from an understanding of the electronic principles
involved in use of common environmental sensors.
The first thread provides a “hands-on”
introduction to sensors for measurement of light,
temperature, pressure, pH, colorimetry, turbidity,
and the simple electronic circuits that support
them. It presumes no background in electronics
The second thread involves use of computer based
measurement and software tools to investigate
real chemical systems. Experiments involve thermochemistry,
spectroscopy and atomic structure, acid-base chemistry
and indicators, kinetics, colorimetry, fluorescence,
turbidimetry, and nuclear chemistry.
The third thread introduces teaching strategies
that use computer technology and innovative laboratory
architecture to engage students in experiment
design, fast high quality data acquisition, and
group discussion and concept synthesis from real
data.
This course will be held in a state-of-the-art
laboratory facility equipped with a networked
high resolution computer data acquisition system
at every lab station. Modern software tools permit
projection and group discussion of any team’s
data, as successes and mistakes create learning
situations for the entire laboratory group.
Each afternoon, students will work with faculty
as individuals or teams to develop experiments
useful in the courses they teach. These experiments
can be drawn from their course content, or from
experiments and lab equipment they wish to learn
to use.
Friday afternoon the group convenes to present
experiments that they have developed. These reports
are printed and provided as curriculum resource
for course participants.
CHMY
580 Environmental Measurement: Sensors & Electronics
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructors:
Dr. Alex Whitla, Department of Chemistry, Mount
Allison University, Canada
Dr. John Amend, Department of Chemistry and Biochemistry,
MSU-Bozeman
Chemists and scientists in other
fields can profit from an understanding of the
electronic principles involved in the use of common
environmental sensors--sensors for measurement
of light, high resolution measurement of temperature,
pressure, pH, colorimetery, turbidity, and thermocouple
high temperature measurements--and the simple
electronic circuits that support them. This course's
"hands-on" approach introduces digital
voltmeters and simple DC circuits, operational
amplifiers, basic principles of digital logic
and counting circuits, and analog-to-digital conversion.
CHMY 580 Examining Life in Extreme Environments
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. John Peters, Department of Chemistry, MSU-Bozeman
This 2-credit course is designed for teachers participating in the Master’s of Science in Science Education (MSSE program) at Montana State University. This course, sponsored by the NASA Astrobiology Biogeocatalysis Research Center at MSU, will investigate how studying the extremes of life will aid in a better understanding of early earth conditions and how scientists use this information to look for signs of life on other planets. The course will begin with a survey of astrobiology and then concentrate on four extreme environments with content lectures and hands on activities. Environments include extremely high and low temperature environments as well as shallow marine high salt and high pressure deep sea environments. The class will include a one day field trip to Yellowstone National Park, and include discussion and activities focused linking the properties of mineral and chemical gradients to prebiotic chemistry on early earth. Special guest scientists will join the class throughout the week.
Physical Fitness Requirement: Field trips will require walking distances of
up to 2 miles with moderate slopes and will involve
being in the field for the majority of the day.
Weather may vary!
CHMY
580 Exploring Biochemistry for Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Dr. Angie Sower, Department of Chemistry and Biochemistry,
MSU-Bozeman
This course is for teachers interested in deepening their background in Biochemistry. It is designed as a supplement to the MSSE curriculum. The course will consider the reactions of the principle biochemical molecules (carbohydrates, lipids, proteins, and nucleic acids) with additional emphasis on biomedical topics. The primary goal of this course is to promote critical thinking about important, current health issues and to examine the role of laboratory modules in teaching these concepts. General biochemistry principles will be presented to understand the diseases under review.
CHMY
580 Exploring Chemistry for Middle & High School Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructors:
Dr. Chris Bahn, Department of Chemistry and Biochemistry,
MSU-Bozeman
This course provides an in depth discussion of critical concepts in chemistry. Chemical principles will be presented in the context of real-world issues including energy production (biofuels), chemistry of water, and polymers. Additional emphasis will be placed on the role of experimental sciences in teaching reading, writing, and logical thinking across multiple student backgrounds. Appropriate student laboratory designs will be addressed.
CHMY
580 Exploring Organic Chemistry Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Bill McLauglin, Department of Chemistry and Biochemistry,
MSU-Bozeman
This online course targets science teachers, Grades 6-12. The course will provide a general review/background in organic chemistry with an emphasis on functional groups and covalent chemistry reaction mechanisms while focusing on applications including polymers. Providing a solid foundation of basic principles of organic chemistry will allow teachers to describe and explain practical applications of organic chemistry.
A class discussion forum will be part of the course and allow teachers to share and explain teaching, demonstrations and lab activities from the course. In addition to on-line homework sets and exams, participants will also design a teaching project that uses course topics to develop an original teaching component to use in their own teaching setting. Participants will receive extra help with course topics through a chapter-by-chapter commentary. Where appropriate, emphasis will be on applications of organic chemistry to everyday life.
This course provides background for future courses in biochemistry for middle and high school teachers.
CHMY
580 Special Topics: Equilibrium, Thermodynamics, & Kinetics
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructors:
Dr. Chris Bahn, Department of Chemistry and Biochemistry,
MSU-Bozeman
Equilibrium, Thermodynamics, and Kinetics explain why reactions stop where they do, why they get hot or cold, and how fast they occur. The rusting of a car and the explosion of a stick of TNT are actually the same type of process – thankfully happening at a different rate. How can reactions be so similar and so different at the same time?
These three topics make up a large portion of the “Reactions” section of the AP exam (35-40%) as well as a significant portion of the second half of an International Baccalaureate Chemistry course. These topics also represent some of the more difficult material to understand in General Chemistry.
This course is designed to help instructors bolster their background in equilibrium, thermodynamics, kinetics as well as provide assistance in the teaching of these topics. A classroom population represents a distribution of learning styles and a goal of this course is to provide a variety of instructional tools for teachers to utilize in their classrooms.
Earth
Science
ERTH
500 Seminar: Field Geology
Credit: 1
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Dave Lageson, Department of Earth Sciences,
MSU-Bozeman
Southwest Montana is home to some
of the most complicated and best exposed geology
in the Rocky Mountains. The region lies at the
intersection of several tectonic regimes that
span great than three billion years of earth history,
resulting in overlapping structural styles and
often very complicated field relationships. This
course will investigate two complex field
areas near Bozeman as examples of how geologists
use stratigraphy and structural geometry to construct
geologic maps and unravel the history of tectonic
deformation.
Requirements: Participants
in this field course must be in very good physical
condition. The course will involve hiking all
day at a brisk pace in rough terrain at high elevation,
often involving very steep topography. Students
will be expected to turn in their geologic maps,
cross sections and reports at the end of the two-day
exercise.
ERTH
512 Mountains and Plains Riparian Processes
Credit: 2
Mode of Delivery: Distance
Semester Offered: Summer alternate
years (even)
Instructor:
Dr. Steve Custer, Department of Earth Sciences,
MSU-Bozeman
This course examines hydrologic
and geomorphic processes that operate adjacent
to streams. Examples will be drawn from both plains
and mountain settings. Topics will include ground-water
discharge, springs, wetland soils, soil temperature,
runoff production, partial variable runoff areas,
sapping, sediment production and sediment delivery
from riparian areas and adjacent slopes, and riparian
best management practices. The interaction between
physical hydrologic and geologic processes and
riparian ecology will be explored. Students are
encouraged to enroll in the companion Biology
519 Biology of Riparian Zones and Wetlands
course that will examine the biological dimension
of riparian systems in more detail. Students will
integrate what they learn into classroom projects
that focus on areas near their school.
ERTH
516 Northern Rocky Mountain Geology
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Dave Lageson, Department of Earth Sciences,
MSU-Bozeman
This course will investigate the geological history
and evolution of the Northern Rocky Mountain region.
Topics to be covered will include local stratigraphy,
the Laramide and Sevier orogenic events, volcanism
in and around Yellowstone National Park, earthquake
activity within the Intermountain Seismic Belt,
and many more. Daily field trips from campus will
provide “hands-on learning” in some
of the best-exposed, classic geologic localities
in the Rocky Mountains. The course will integrate
many aspects of physical geology, historical geology,
geomorphology, structural geology, seismology,
volcanology, and tectonics in a manner that is
relevant and applicable to the region surrounding
Montana State University.
Physical fitness requirements:
In order to study the geology of the greater Yellowstone
region in the field, this course will involve outdoor physical activity.
Students are expected to hike in moderate mountainous terrain
in order to accomplish course goals, namely hands-on
field experience with geologic observations and
interpretations. Please contact
the instructor before signing up for this class
if you have concerns about the required physical
fitness level and your ability to meet these requirements.
ERTH 517 Electronic
Hydrology
Credit: 2
Mode of Delivery: Distance
Semester Offered: Spring alternate years ( odd)
Instructor:
Dr. Colin Shaw, Department of Earth Sciences,
MSU-Bozeman
This course focuses on hydrologic data acquisition, analysis and interpretation. Electronic data in the public domain will be downloaded from National Oceanographic and Atmospheric Administration, US Natural Resource and Conservation Service, US Geologic Survey, and Montana Bureau of Mines and Geology. Students will analyze rainfall (long term average, variance and trends; monthly average; storm average), snowfall (snow water equivalent, density, change with elevation, distribution), temperature (change with elevation and location through time), stream flow (hydrographs, mean annual discharge, peak flow, low flow, runoff, recurrence interval, flood probability), and water level and geologic information from wells in Montana (water level trends, lithology, well parameters). Goals include: data download techniques and sources, statistical analysis of data, and lesson plan development for 6th to 12th grade classrooms.
ERTH
519 Hydrology of Streams and Lakes
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer alternate
years (odd)
Instructor:
Dr. Steve Custer, Department of Earth Sciences,
MSU-Bozeman
We will study the hydrology of steams
and lakes in the mountains and plains.
Streams:
• Drainage basin analysis
• Stream hydraulics
• Slope
• Channel plan
• Channel cross section
• Channel types
Lakes:
• Geologic origin
• Evaporation
• Ground water recharge/discharge
Applications in the K-12 science classroom will
be emphasized (habits of a scientific mind).
ERTH 580 K-14
Earth System Science
Credit: 2
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr. Jerry Nelson, Associate Dean for Academic
Affairs/Geology Professor, Casper College, Casper,
Wyoming
Participants will learn to find
the Internet's abundant digital Earth Systems
Science (ESS) resources and use these resources
to create integrated mathematics and science lessons.
Participants will learn to adapt online resources
to their own instructional environments at the
K-14 levels.
ESS emphasizes the dynamic interrelationships
among changes in the atmosphere, ocean circulation
patterns, and environmental processes on and beneath
the earth's surface. Internet-Based K-14 Earth
System Science Instruction is designed for K-14
teachers already familiar with using basic computer
and Internet tools. Participants will integrate
concepts from ESS with Internet resources, such
as digital weather images, near-real-time earthquake
data, and archived climate data, for examples.
Necessary ESS scientific background is provided
and effective pedagogical strategies are discussed
for using computer technology with students at
all levels K-14. Although the course science content
is based in ESS, emphasis will be on the integration
of mathematics and earth systems science, using
discovery and constructivist methods.
ERTH 580 Middle School Earth System Science
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Jerry Nelson, Associate Dean for Academic
Affairs/Geology Professor, Casper College, Casper,
Wyoming
This course is taught in conjunction with the Earth System Science Alliance. ESSEA has a large repository of modules focused on the subject of earth system science. All modules use problem based learning to explore the events and interactions between the lithosphere, hydrosphere, biosphere, and atmosphere. The middle school course is composed of 3 modules plus an introduction module. Teachers utilize problem based learning to study both event to sphere interactions as well as sphere to sphere interactions and how one interaction can lead to other interactions.
ERTH 580 Weather and Climate for Teachers
Credit:3
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Dr. Jadwiga (Yaga) Beres, National Center for Atmospheric Research, Boulder, Colorado
Our dynamic atmosphere serves many roles in the Earth system. Ranging from weather forecasting meteorology that considers the day-to-day changes in Earth's atmosphere to large-scale climatology that characterizes long term changes in Earth's atmosphere, this course, specially designed for practicing science teachers at the middle school level, serves as a survey of topics in atmospheric science. The topics are closely aligned with the concepts emphasized in the NRC National Science Education Standards, and the instructional strategy uses electronic collaborative group discussions in concert with hands-on laboratories and activities that use NOAA data easily accessed via the Internet.
ERTH Fundamentals of Oceanography
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor: Dr. Sean Griffin, Marine Science
Fundamentals of Oceanography offers an introduction to the physical, biological, chemical and geological processes of the ocean and its ecosystems. Teachers will learn about the complex interactions between these properties, their influence on terrestrial ecosystems and the impacts humans have on these processes. Exciting laboratory exercises can be adapted to be offered at any grade level.
ERTH 580 Geology of the Moon
Credit: 2
Mode of Delivery: Distance
Semester Offered: TBA
Instructors: Cassandra Runyon & Noah Petro, NASA Science & Eduation Public Outreach Team
The Geology of the Moon on-line course is designed for practicing teachers who want to understand more about the Moon and its history and relationship to Earth. We will explore theories for its formation and the geologic processes involved in its evolution, including the differentiation of its layers, volcanic activity, and impact cratering, with each discussion encompassing comparisons between the Earth and Moon. We will investigate the Moon’s orbital characteristics (revolution, rotation, phases and eclipses) and explore current and upcoming missions to the Moon. The material will be connected to National Science Education Standards. During this course you will interactively participate through a combination of presentations, assigned readings, on-line discussions, classroom exercises and dynamic activities.
The instructors, Cassandra Runyon and Noah Petro, both have their PhDs in Geology and have been working in the field for over 10 years. They are members of the Science and Education and Public Outreach team for a mission to the Moon—Chandrayaan-1/Moon Mineralogy Mapper—whose data are providing a more complete understanding of the geologic history of the Moon and helping to create a detailed compositional map of the lunar surface.
ERTH 580 Historical Geology
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr.Colin Shaw, Department of Earth Sciences, MSU-Bozeman
Special Goals: The course will provide grade 7-12 science teachers with a rigorous overview of the evolution of the Earth and life and of the methods that geologists use to investigate the history of our planet.
This course is intended strictly for science teachers enrolled in the Masters of Science and Science Education degree program and other science teachers with a minimum of 2-years teaching experience. Students will be required to complete 2 class projects in addition to participating in online class discussion, completing homework assignments, and taking 2 exams or quizzes. The class projects will require students to create lesson plans designed to adapt content from the course to their own classrooms. The course prerequisites include science teaching experience, enrolled in MSSE degree program, enrolled in MSSE as a non-degree student or instructor approval. Participants must hold a bachelors degree in science, science education or a related area and should have had a college course in physical geology.
GEO
521 Dinosaur Paleontology of Hell Creek Formation
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (odd)
Instructors:
Dr. James Schmitt, Department of Earth Sciences,
MSU-Bozeman
Dr. Frankie Jackson, Department of Earth Sciences,
MSU-Bozeman
This course is designed as an introduction
to the geology and dinosaur paleontology of the
Hell Creek Formation of eastern Montana. The Hell
Creek Formation has long been known for it’s
diverse dinosaur taxa, including Tyrannosaurus
rex and Triceratops, as well as
exposures of the iridium layer associated with
dinosaur extinction 65 million years ago. The
combination of slide presentations, labs, and
daily hiking in Makoshika State Park will provide
both background information and “hands-on”
learning experience. Techniques covered during
the class include interpretation of sedimentary
environments, taphonomy, and fossil collection
and preparation. This course will integrate many
aspects of biology, physical geology, paleogeography,
and tectonics.
Two transportation options are available: 1.
Vans will leave from the Hannon Hall (Graduate Dorm) Entrance on the MSU campus at 8 a.m.
Monday morning and drive to Makoshika State Park
near Glendive, MT. Approximately driving time
is seven hours. 2. Participants may drive their
own vehicles and meet Monday evening at the Lion’s
Club facility, Sleepy Hollow Lodge within Makoshika
State Park. Lunch will be provided on travel days.
The facilities include individual cabins that
are rustic but completely furnished and accommodate
4 to 6 students, a lodge where meals will be provided,
and a separate shower house with toilet facilities.
Students should furnish their own bedding and
personal items such as towels, shower shoes, etc.
Special dietary requirements should be noted on
the registration form. Students should have appropriate
hiking boots and be prepared for rain and cool
weather. Additional required items include backpack,
field notebook and pencils, and water containers
(3-4 liters total capacity).
Physical fitness requirements:
The course requires moderate to strenuous outdoor
physical activity. Students are expected to walk
several miles, often in relatively steep terrain
without established hiking trails. Temperatures
are often in the 90°F range. Please contact
the instructor before signing up for this class
if you have concerns about the required physical
fitness level and your ability to meet these requirements.
GEO
560 Geology of the Yellowstone Volcanic Center
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Jim Schmitt, Department of Earth Sciences,
MSU-Bozeman
The purpose of this course is to
provide an understanding of the geology of the
Yellowstone Volcanic Center, the largest active
explosive continental volcanic center on Earth.
To provide the necessary geologic background for
understanding the geologic significance of the
Yellowstone region, students will first gain insight
into volcanism, seismology, geothermal activity,
glaciation, and mountain building within the context
of the plate tectonics paradigm. Special emphasis
will be placed on understanding the controls on
and types of volcanic processes characterizing
active volcanic regions of differing eruptive
styles (explosive and effusive). Differing tectonic
models for development of Yellowstone volcanism,
the history of caldera formation and related volcanic
activity, landscape evolution of the Yellowstone
Plateau and surroundings, earthquake hazards,
the record of Pleistocene glaciation, geothermal
processes and the geomicrobiology of thermal features,
and implications of all of these for humanity
will be investigated in detail.
Application of new technologies
aimed at providing a better understanding of the
volcanic and earthquake hazards of the Yellowstone
Volcanic Center including use of satellite imagery,
the Global Positioning System (GPS), Geographic
Information Systems (GIS), and earthquake seismology
will also be explored. In addition, the use of
Yellowstone thermal features and their microbial
life as comparative analogs for understanding
the origin of life on the early earth as well
as for the exploration for extinct and extant
life in the solar system will also be discussed.
Students will also have the opportunity
to explore how integration of various aspects
of Yellowstone geology may be usable as focal
points for student exploration and investigation
in their own classrooms employing varying instructional
methods and pedagogies.
This course will consist of 3 days
of in-class instruction on campus employing lectures,
directed learning experiences, and extensive use
of web-based resources, and 2 subsequent days
of field trips designed to explore the geology
of the Yellowstone Volcanic Center. Trips will
be designed to specifically examine evidence of
caldera formation, differing styles of volcanic
eruptions, minerals and microbe interactions at
thermal features, consequences of seismic activity,
and controls of volcanic activity on such landscape
components as topography, soils, plant distribution,
and water resources.
GEO
580 Advanced Paleontology for Teachers
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructor:
Dr. Frankie Jackson, Department of Earth Sciences,
MSU-Bozeman
The goal and purpose of this course
is to provide an in-depth course for grade 7-12
teachers in geology and paleontology that builds
on previous experience and field techniques acquired
from GEOL 521 Dinosaur Paleontology of the Hell
Creek Formation. In addition to providing basic
information on geology and paleontology, this
field course includes information on how paleontologists
use rocks, fossils and extant animals and modern
environments to formulate interpretations about
the past. By the end of this course, students
will be able to identify sedimentary rocks in
which fossils are found, use sedimentary structures
for interpretation of depositional environments,
and have a better understanding of Montana's geologic
past.
GEO
580 Geology of Glacier National Park & Surrounding Areas
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (odd)
Instructor:
Dr. Dave Lageson, Department of Earth Sciences,
MSU-Bozeman
This field course will involve hiking and rafting and will focus on the geology of past and present glaciers, glaciers as indicators of climate change, the structural geology of Glacier National Park, alpine geomorphology, and other geo-topics as revealed by the wonderful outdoor laboratory of Glacier National Park. Participants should bring passports so we can cross into Canada and Waterton Park. Camping and outdoor cooking will be the expectation.
Physical fitness requirements:
In order to study the geology of the greater Yellowstone
region in the field, this course will involve very strenuous outdoor physical activity.
Students are expected to hike several miles at
high elevations in rough, rocky, mountainous terrain
in order to accomplish course goals, namely hands-on
field experience with geologic observations and
interpretations. To assure that all students will
have the full benefit of the program, please contact
the instructor before signing up for this class
if you have concerns about the required physical
fitness level and your ability to meet the expectations
of this course. If you require
an accommodation because of a disability, please
contact the instructor.
Education
EDCI
504 Evaluation and Measurement in Education
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall and Spring
Instructors:
Dr. Eric Brunsell, IPSE Department, MSU-Bozeman
Dr. John Graves, IPSE Department, MSU-Bozeman
Dr. Jewel Reuter, IPSE Department, MSU-Bozeman
Dr. Walt Woolbaugh, IPSE Department, MSU-Bozeman
Evaluation is an ongoing process
in education. This course will engage teachers
in an ongoing discussion and study regarding the
construction, selection and use of criterion-referenced,
norm-referenced, and alternative assessment methods.
The teachers' own classrooms are used as "research
bases" to conduct classroom assessment studies.
The results of the assessments provide immediate
feedback on both teacher effectiveness and student
learning.
The following are what teachers
are saying about this course:
"This
course represents the bread and butter of what
I was hoping my master's degree would accomplish...becoming
a more effective science teacher. Thanks again
for creating a course that allows us to implement
these assessments."
"This
is only my second education class ever and after
20+ years of teaching, one is ready for some
new ideas and energy that come from interacting
with others."
"I
loved the course. Being able to read, discuss,
and implement [assessment strategies] is a great
way to learn."
EDCI
505 Foundations of Action Research in Science
Teaching and Learning
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring
Instructors:
Dr. Eric Brunsell, IPSE Department, MSU-Bozeman
Dr. John Graves, IPSE Department, MSU-Bozeman
Dr. Jewel Reuter, IPSE Department, MSU-Bozeman
Dr. Walt Woolbaugh, IPSE Department, MSU-Bozeman
A course in the design of classroom-based
educational research for practicing teachers.
Students will learn the basis of action research
in professional development and construct an action
research proposal based on their individual teaching
situation.
EDCI
509 Implementing Action Research in Teaching and
Learning
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructors:
Instructors:
Dr. Eric Brunsell, IPSE Department, MSU-Bozeman
Dr. John Graves, IPSE Department, MSU-Bozeman
Dr. Jewel Reuter, IPSE Department, MSU-Bozeman
Dr. Walt Woolbaugh, IPSE Department, MSU-Bozeman
A course in the implementation of
classroom-based educational research for practicing
teachers. Students will learn how to effectively
conduct action research based on their individual
teaching situation and its implications for their
professional development. Prerequisites
are EDCI 504 Evaluation and Measurement in Education
and EDCI 505 Foundations of Action Research in
Science Teaching and Learning.
EDCI
518 Master Stategies for Science Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr. John Graves, IPSE Department,
MSU-Bozeman
Becoming a master teacher is a process.
Once a teacher is comfortable with the content
being taught and the overall curriculum, the focus
can shift to instructional strategies. This course
will engage students in discussions and practice
regarding the construction, use and reporting
of numerous master instructional techniques. The
emphasis of the course is on classroom instruction
with the intent of informing and improving the
effectiveness of one's instruction. A classroom
in which to complete the required instructional
"assignments" is absolutely necessary.
EDCI
536 Construction of Curriculum
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. John Graves, IPSE & Department of Education,
MSU-Bozeman
So, you've been asked to participate
on the science textbook selection committee. Perhaps
you've been appointed to chair the committee to
write your school's science curriculum. If asked
by an administrator or a parent, could you describe
the curriculum you are currently teaching? All
teachers talk ABOUT curriculum, but have you ever
considered the factors that drive the construction
of curriculum? This course examines the philosophical,
historical, and social influences that drive the
construction of curriculum. Emphasis is placed
on science curriculum past, present, and future.
Where did it start? How has it evolved? What is
around the bend in the future? Current trends
such as standards, inquiry, and high-stakes testing
that influence curriculum will be considered in
relationship to your own teaching experiences.
After completing this course, science teachers
will be equipped with a greater understanding
of the workings of science curriculum development.
EDCI
537 Contemporary Issues in Science Education
Credit: 2
Mode of Delivery: Distance
Semester Offered: Summer
Instructors: TBA
This course is designed as an advance
organizer to the Master of Science in Science
Education Program (MSSE). It will provide students
with an overview of pertinent contemporary science
education issues and how students might go about
incorporating these topics into their graduate
program, action research course sequence and finally
their capstone project.
This course will help students learn the conceptual
underpinnings of modern approaches to science
education and professional development as they
relate specifically to teaching and learning science
at the middle and high school level. Topics covered
include: local, state and federal standards, national
reform efforts, technology in instruction, teaching
by inquiry, international comparisons of student
achievement, alternative assessment strategies,
teaching and learning styles and metacognitive
teaching/learning strategies.
Students in the course will attend a limited
number of MSSE final capstone student presentations,
analyze the culminating work of MSSE graduates,
discuss approaches to changing practice in their
science classroom and begin to formulate an intellectual
and practical approach to the education core requirements
of their graduate program.
The emphasis is on science as inquiry and the
teacher and students individually and collectively
engaged in the construction of new knowledge about
science teaching and learning.
EDCI 575 Capstone
Project/Symposium in Science Education
Credit: 3
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Peggy Taylor, MSSE Director, MSU-Bozeman
Each Master of Science in Science
Education (MSSE) student, with the cooperation
of her or his graduate committee, identifies and
completes a science education capstone project.
Each project is designed to provide experience
and information that aids our understanding of
science teaching-learning or science curriculum.
The capstone project topic is identified during
the student's graduate program and relates to
science education in the student's educational
setting; it links multiple courses in the student's
program of study in both the core and science
content areas. A student begins the capstone in
the fall of the final year by submitting a brief
proposal to his/her advisor.
The results of each student's capstone
project is summarized in a written, professional
paper completed by mid-term of the final summer
session. In addition, during the final summer
session of a student's graduate program each student
presents their capstone project to their committee,
their classmates, and other interested persons
at the Symposium in Science Education.
Capstone
Projects from the Symposia in Science Education:
Abstracts
2009
Abstracts
2008
Abstracts
2007
Abstracts
2006
Abstracts
2005
Abstracts 2004
Abstracts 2003
Abstracts 2002
Abstracts 2001
Abstracts 2000
Abstracts 1999
EDCI
580 Teaching Inquiry in the Science Classroom
Credit: 2
Mode of Delivery: Campus and
Distance
Semester Offered: Summer alternate years (even)
Instructors:
Dr. John Graves, IPSE Department, MSU-Bozeman
This course takes a practitioner's
look at the “art” of inquiry instruction
in the middle and high school science classroom.
Using many of the current pedagogical approaches
of instruction including constructivism, misconceptions,
models of inquiry instruction, the learning cycle,
reflective practice, conceptual change theory
and others, students in this course will critically
examine their current instructional practice and
together craft new approaches to teaching inquiry
in the science classroom. Course assignments include
readings, reflections on classroom discussions
and content, evaluation of inquiry research by
MSSE graduate candidates and the presentation
of an inquiry-based mini-lesson. Students in the
course can expect a highly active, fully engaging,
professionally stimulating class session each
week.
John has over 25 years experience with middle
school and university instruction. He has a passion
for inquiry instruction and will model thought-provoking,
challenging examples of research-based “best
practices” of inquiry instruction. The emphasis
of the course will be on helping teachers gain
the skills necessary to improve inquiry teaching
in their own classrooms.
Teacher Quote
The
inquiry science notebooks are working amazingly
in my classroom. My students are writing and
exploring more than I ever would have asked
them to. The students having ownership over
the labs is really awesome.
Florida
Teacher
EDCI
580 Technology in the Science Classroom
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. John Graves, IPSE Department, MSU-Bozeman
This course provides instructional technology professional development for practicing 7-12 science educators, promoting the use of appropriate instructional technology in the classroom. Teachers will study instructional technology practices through classroom exercises that demonstrate the use of technology to enhance instruction. "Hands-on" experience with technologies in a classroom setting will include both instruction and practice/application time for teachers. Integrating strategies to use instructional technology in current teaching practices will be explored. Technologies include, but are not limited to, the following: Smartboard, videoflex camera, GIS software, integrating internet, video, data probes and PalmPilots.
MSSE
580 Web Tools for Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Eric Brunsell, IPSE Department, MSU-Bozeman
This class will provide educational technology professional development to practicing science teachers. The purpose of the course is twofold. First, the course will assist educators in effectively using the web to enhance their professional learning. Second, the course will assist educators in using web tools, many of which students are already comfortable with using in social settings, to enhance student learning and ownership. The specific goals of this course include the following:
- Articulate a rationale for using Internet-based technology during instruction.
- Use a web aggregator and social bookmarking to increase efficiency in information gathering.
- Develop an initial personal learning network.
- Explore a variety of Web 2.0 tools and example projects, including blogs, wikis, Google Docs, Google Earth, podcasting, screen capture, and photo sharing services, for professional growth and enhancing instruction.
- Create a plan for integrating at least three Web 2.0 tools into current instructional efforts.
MSSE
580 Integrating Literature into the Science Classroom
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Joe Bradshaw, IPSE Department, MSU-Bozeman
Integrating Literature into the Science Classroom is a fourteen-week, three-credit course. Cross-level instruction will be utilized for elementary, middle, and high school instructors. It provides an effective way to integrate master teaching strategies with current practices of teachers. The goal of this course is to engage and equip teachers in the area of science and literacy by integrating science-related literature into science classrooms. This course is intended for teachers enrolled in the Master of Science in Science Education degree program and other teachers with a minimum of two years teaching experience. The course supports the integrated approach to providing reading and science instruction.
Electrical Engineering
EE 580 Solar Cell Basics for Science Teachers
Credit:2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Todd Kaiser,
MSU-Bozeman
Solar Cell Basics is a course for science educators, to train them to teach principles of solar cells. The course is designed to help science teachers, grades 6 to 12, understand the operating principles and the fabrication processes of modern solar cells that convert light energy to electrical energy. The course has a laboratory component in which solar cells will be fabricated in the Montana Microfabrication Facility (MMF). Each student will process 4 inch silicon wafers using the various steps necessary to make solar cells.
The course prerequisites are a minimum of 2 years successful science teaching experience, enrolled in MSSE degree, or by instructor approval. Participants must hold a bachelors degree in science, science education or a related area. Participants should have an understanding of basic chemistry and physics principles.
Geography
GEOG 580 Global Warming, Climate Change & Our Environment
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall or Spring
Instructor:
Dr. Irina Soha,
MSU-Bozeman
Study the "hot topic" of global warming by exploring the geography of climate change and resultant wildlife changes in the mountains and plains of the US and Russia. A primary objective of this course is to become skilled at using interactive methods for teaching future generations about global change issues.
Basic concepts and projections of climate change and impacts of global warming are studied. Other course activities include: in-class experiments on the greenhouse effect; calculating greenhouse gas emissions of your own household, assessing potential effects of climate change on individual wildlife species and ecosystems, word games, observing weather patterns and rising sea levels using the simplest of instruments, and studying cloud types.
Health
and Human Development
HDFN
524 Teaching Adolescent Nutrition
Credit: 2
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Mary Stein, Department of Health and Human Development,
MSU-Bozeman
Nutrition habits of children and
teens are known to have an impact on their present
and future health, their ability to learn and
physical performance (athletics). However, many
of these young people are not making the grade
nutritionally. For example:
• The rate of obesity has doubled in the
past decade
• Symptoms of adult diseases (diabetes,
hypertension, heart disease) are showing up in
younger children and teens largely due to poor
nutrition habits
• During the important growth period of
adolescence many teen diets lack the recommended
amounts of such vital nutrients as calcium, iron
and zinc
• According to a recent study done by the
US Department of Agriculture, only 1% of children
met all of the nutrition recommendations of the
Food Guide Pyramid
• Eating disorders are on the rise
Throughout this course teachers will investigate
various content areas applicable to adolescent
nutrition. These areas include:
• Current concerns and health statistics
relative to adolescent nutrition,
• Key nutrients of concern in adolescent
diets,
• Sports nutrition,
• Dietary supplements,
• Eating disorders and body image,
• The Food Guide Pyramid and nutrition label
interpretation,
• Food safety
• The important role of the school environment
in supporting sound nutrition.
Selected classroom resources, which
engage the student and provide for experiential
learning, will be highlighted for all content
areas. Course participants will be required to
complete weekly reading assignments, take part
in online discussion (asynchronous), complete
weekly or bi-weekly activities and complete a
course project related to the development and
implementation of a lesson plan on one of the
topics covered.
HDFN
526 Nutrition for Fitness and Performance
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Patti Steinmuller, Department of Health and Human
Development, MSU-Bozeman
Exploring nutrition for physical
fitness and athletic performance has never been
more interesting or exciting! Food provides fluids,
energy, nutrients, fiber, and phytochemicals.
But what nutritional strategies are optimal? Do
dietary supplements work? Using nutrition to meet
the demands of physical activity is a dynamic
process that combines scientific research, nutrition
guidelines, and the practical aspects of fueling
active people in specific situations.
This course examines the latest
developments that link nutrition with physical
fitness, sport performance, and health promotion.
Resources include a text, course supplement, nutrition
analysis software, peer-reviewed scientific literature,
current news, and Internet resources. Participants
contribute to asynchronous online discussions
throughout each week. Expect to relate each week's
topic to your areas of interest and expertise.
A diverse group of participants (practicing teachers
in various specialties, coaches, trainers, registered
dietitians, nutrition educators, exercise consultants,
fitness leaders, and other health professionals)
ensures that discussions will be interesting,
lively, and challenging. Topics include energy,
fluid, and nutrient needs for physical activity;
nutrition around exercise (before, during, recovery);
free radicals and antioxidants; dietary supplements;
body composition; weight management; disordered
eating; and the female athlete triad. Sport-specific
nutrition strategies for endurance, team sports,
and strength training are addressed. Controversial
issues such as high protein-low carbohydrate diets
and creatine supplementation are discussed. Internet
resources are used extensively.
Assignments challenge participants
to apply science-based nutrition strategies in
practical situations such as case studies, classroom
activities, athletic training, and client consultations.
Participants demonstrate competency in the following
areas: locating credible nutrition resources on
the internet; accessing, analyzing, and evaluating
nutrition information; and using nutrition analysis
software to develop meals, snacks, and a personalized
fitness menu. The course project entails selecting
a dietary supplement to evaluate and investigating
a claim for consuming that supplement. Published,
peer-reviewed scientific literature retrieved
from the National Library of Medicine databases
provides the evidence needed to evaluate the claim.
Participants demonstrate competency in developing
a written evaluation of the safety, legality,
effectiveness, quality control, and potential
benefits versus risks of consuming the dietary
supplement.
Land
Resources and Environmental Sciences
LRES
557 Thermal Biology in Yellowstone National Park
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. John Peters & Thermal Biology Institute Members, Department of Chemistry, MSU-Bozeman
This course will provide a survey
of the ecology of important organisms common in
thermal habitats of Yellowstone National Park,
including a review of different life forms and the physical and
chemical habitats that define their environment.
The course is structured to provide (1) a basic understanding of the ecology of a variety of life forms in thermal habitats, (2)
a survey of observational techniques
and hands-on activities appropriate for
science educators, and (3) field trips to visit
and characterize several geothermal habitats environments.
Fundamental principles of thermal biology will
be emphasized during morning lectures on Monday,
Wednesday and Thursday. Methods of chemical, physical
and biological analyses will be emphasized during
the laboratory component (afternoons). Two days
of field trips (Tuesday and Friday) will be used
to visit, discuss, sample and characterize diverse
geothermal habitats in Yellowstone National Park.
Course Outline:
1) Introduction: Ecology of Thermal Environments
2) Chemical and Physical Properties Important
in Geothermal Systems
3) Microbial and Viral Diversity in Thermal Habitats
4) Fungi,
Algae, and Plants; Eukaryotes in Thermal Environments
5) Field Experience: Observe, describe and characterize
diverse geothermal environments.
Physical Fitness Requirement:
Field trips will require walking distances of
up to 2 miles with moderate slopes and will involve
being in the field for the majority of the day.
Weather may vary!
LRES
569 Ecology of Invasive Plants in the Greater
Yellowstone Ecosystem
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Bruce Maxwell, Department of Land Resources
and Environmental Sciences, MSU-Bozeman
This five day course includes 3
days in the field making measurements on exotic
invasive plants at a range of sites from the Gallatin
Valley to the Gallatin National Forest and 2 days
analyzing the data and using simulation models
to explore plant invasiveness. The focus of this
course is to directly involve students with testing
methodology for monitoring the invasive potential
of several exotic species in otherwise pristine
mountain environments.
The questions that we will examine are:
-
Can we detect change in non-indigenous plant
populations that will allow us to judge them
as invasive?
-
What should be the criteria for determining
if a non-indigenous plant species can have
a significant impact on the ecosystem?
-
What should be the criteria for determining
if a non-indigenous plant species can have
a significant impact on the ecosystem?
Students will read the most current theories
on what makes species invasive and what conditions
invite or detour non-indigenous plant species.
At least 1/3 of the field time will be used to
discuss how these theories apply to our system.
Data analysis will place each student with a
computer and include the use of Excel software.
Small groups will be created and each group will
analyze a different portion of the field data.
Integration of field ecology into K-12 classes
will be discussed throughout the course.
LRES
580 Streamside Science: Hands-On Approach
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Suzanna Carrithers, Department of Land Resources
and Environmental Sciences, MSU-Bozeman
The primary goal of this course is to increase the water resource knowledge of students through hands-on, field-based curriculum. To accomplish this, students will be asked to adopt a local stream and perform lab assignments "in the field" to better understand hands-on water quality monitoring techniques. The course will improve the teaching skills of secondary science teachers utilizing distant delivery technologies. By completing this course, secondary science teachers will have a better understanding and hands-on working knowledge of the characterization and quantification of water quality as it relates to secondary school science curriculum and environmental issues on a global scale. Curriculum standards will be linked to each lesson plan so that teachers can easily incorporate the content into their core curriculum.
LRES
580 Twelve Principles of Soil Science
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr. Suzanna Carrithers, Department of Land Resources
and Environmental Sciences, MSU-Bozeman
Playing with DIRT! At your age?
Believe it or not, soil (to some known as "dirt")
is part of all of our lives on a daily basis.
And, as environmental issues such as water quality,
waste management, ecological biodiversity, land
resource carrying capacity, and alternative land
uses continue to gain more attention from the
public, increasing demands will be placed on earth
science, physical science, geology, geography,
and general science teachers for curriculum to
support our understanding of these issues. Soil
science is not a new science, but one that has
gained much attention and interest in the past
decade. And, the study of soil science has taken
on new, "real-life" meaning and significance
in the last decade.
The goal of this course is to introduce
teachers to the basic principles of soil science
as an integral part of the curriculum for environmental
sciences, ecology, earth science, geology, water
quality, and geography. The course is structured
around twelve basic soil concepts, beginning with
the significance of soil in our everyday lives
and progressing through soil formation, the physical
and chemical properties of soils, and the role
soil and the earth play in environmental management
today and in the future. This course is filled
with "how to" classroom teaching opportunities
and resources. A good share of the course addresses
contemporary issues and readings. We'll integrate
teaching DIRT with math, language arts, geography,
social studies, artistic expression, chemistry,
physics, and biology.
You'll learn about the soil in your
own school yard or back yard, who to contact to
get local "experts" and how to get your
students more interested in environmental studies.
This course is "hands on", participation
oriented. What goes on in the DIRTY DOZEN?
• Study the significance of soil and the
processes involved in soil formation and differentiation
(did you know that all soils have names and identities
and more than 14,000 different "soils"
are recognized in the United States alone?).
• Learn how to use such readily available
resources as National Geographic, Science, and
other popular magazines to introduce students
to soil science and develop lessons that are fun
in the classroom.
• Develop better understanding of the relationship
between soil and water quality, crop and vegetation
management, and environmental science.
LRES
580 Water Quality
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Dr. Suzanna Carrithers, Department of Land Resources
and Environmental Sciences, MSU-Bozeman
Today's science teacher faces challenges
and issues, which were just beginning to gain
attention 10, 15, or 20 years ago. And, teaching
today's science requires both an integrated background
and approach in the classroom. Water Quality:
Teaching the Science of Water Quality in the classroom
- is a 'must' course for teachers involved in
any aspect of biological sciences. Water quality
can be called an "integrating" science,
in that it serves as a platform for expanded applications
of chemistry, physics, biology, mathematics, geology,
earth science, political and social sciences,
and creative arts.
The Water Quality course has three
central foci: 1) to increase student knowledge
and assessment skills about the physical, chemical,
and biological aspects of water quality investigations,
2) to develop and implement new pedagogies for
teaching water quality concepts in the secondary
school science classroom, and 3) increase student
awareness and understanding of some of the more
significant global water quality issues that will
face science teachers and their students in the
21st century. This course teaches water quality
concepts and how to demonstrate, explain, and
teach them in the science classroom. Course format
includes weekly "kitchen counter" experimentation,
library and independent research, written homework,
discussion.
Mathematics
MATH 427 Integrating
Mathematics and Science through Modeling
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer alternate
years (odd)
Instructor:
Kendall Jacobs, Department of Mathematics, Casper College
This course focuses on the mathematical underpinnings
of science. Through hands-on investigation and
reflection, students will examine the means by
which mathematics facilitates scientific discovery.
Course topics will include data analysis, curve
fitting, residual analysis, and simulation. Scientific
contexts will include (but not be limited to)
Newton's classical motion experiments and law
of cooling and experiments with light and pressure,
diffusion, chemistry, and paleontology. Students
will make extensive use of the graphing calculator
and laboratory interface.
MATH 518 Statistics
for Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Linda Simonsen, Department of Mathematics,
MSU-Bozeman
This course will focus on the stochastic concepts
that arise in mathematics and science education,
including the probabilistic underpinnings of statistics,
measures of central tendency, variability, correlation,
distributions, sampling, simulation, and experimental
design. This course will also focus on the issues
of teaching statistics concepts at the pre-college
level, including methods and materials.
Microbiology
MB
536 Exploring Microbiology
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Dr. Barry Pyle, Department of Microbiology, MSU-Bozeman
The goals of the course are to provide science educators with fundamental knowledge of microbiology that will allow them to expand and enhance their teaching activities in this subject. Teachers will gain an appreciation of the biology of microorganisms through reading, web searches, assignments and discussions on the life and death of microorganisms, the microbial world and microorganisms in their environments. They will also learn how a fundamental knowledge and understanding of microbiology can be applied in daily life as well as in biotechnology and in studying complex issues such as the origins of life. The course will provide a sound grounding in microbiology for students who intend to take courses on infectious diseases and environmental microbiology.
MB 538 Cell and Molecular
Biology
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Pati Glee, Department of Microbiology,MSU-Bozeman;
LigoCyte Pharmaceuticals
An inquiry-based
laboratory in prokaryotic and eukaryotic cell and molecular
biology, this course provides
training in microbiological techniques such as:
- recombinant DNA
- phylogenetic analyses
- growth & cell cycle regulation
- gene expression
- protein purification
- immunoassays
Current literature and laboratory discussions cover molecular approaches for investigating complex cellular mechanisms.
MB 539
Infection and Immunity
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer alternate
years (even)
Instructor:
Dr. Elinor Pulcini, Center for Biofilm Engineering,
MSU-Bozeman
The fields of infectious disease
and immunology have developed side-by-side, are
closely intertwined, and are very active fields
of research and practical medical application.
Remarkable achievements in these fields have changed
our lives. Some examples are the eradication of
naturally acquired smallpox, the discovery and
development of antimicrobial agents, and the development
of vaccines that dramatically decrease the incidence
of specific infectious diseases. But new challenges
appear each year. We again worry about smallpox
- now about the intentional release of this and
other potential agents of bioterrorism. The emergence
of drug-resistant microbes is an increasing problem.
Previously undiscovered infectious agents are
being described and associated with disease. The
population of immune deficient humans is getting
larger and the associated opportunistic infections
are an increasingly important and difficult problem.
In this course, we will first address
some basic aspects of microbiology as they relate
to infectious disease. How are microbes different
from each other and from humans, and why do these
differences matter? How do antimicrobial agents
kill or inhibit microbes without seriously harming
humans? How do microbes acquire resistance to
antimicrobial agents? Attention will then turn
to the immune system, with emphasis on the roles
of the immune system in infectious disease. Finally,
and for about two-thirds of the course, we will
examine important infectious diseases of humans:
their causes, pathogenesis, epidemiology, diagnosis,
treatment and prevention. In addition to assigned
textbook and syllabus readings and online discussion,
participants in the course will analyze scientific
journal articles and solve case histories involving
infectious disease and immunology.
MB
540 Environmental Microbiology
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring (alt yrs odd)
Instructor:
Dr. Barry Pyle, Department of Microbiology, MSU-Bozeman
The course will provide students
with fundamental knowledge of environmental microbiology.
Through reading assignments and discussions on
freshwater, marine, food and soil microbiology,
students will gain an appreciation of how microorganisms
maintain the biosphere in a balanced state. Students
will also learn how this fundamental knowledge
of microbial ecology has been exploited by man
to remediate soils contaminated with toxic wastes
and waters polluted with residential, industrial
and agricultural waste.
MB
541 Microbial Genetics
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer alternate
years odd
Instructor:
Dr. Elinor Pulcini, Center for Biofilm Engineering,
MSU-Bozeman
This course is designed to provide
an understanding of the fundamentals of genetic
processes in bacteria (prokaryotes). Why bacteria
instead of higher organisms or eukaryotes?
1) The study of bacterial genetics
has provided much of the understanding of fundamental
genetic processes for all organisms, especially
through the use of in vivo and in
vitro genetic tools.
2) Prokaryotic genetics is somewhat
simpler than eukaryotic genetics due to the organization
of the cell, its genome and transfer of genetic
information. However, the basic concepts such
as transcription, translation, mutation, and recombination
are similar if not identical in all organisms.
3) The short generation time of
bacteria lends themselves to genetic studies.
Bacterial genetics labs are becoming easier to
use, are relatively inexpensive and provide an
ideal platform for genetic studies in the secondary
school setting. It is critical that science teacher,
then understand the fundamental processes of genetics
particularly as they apply to microorganisms.
MB
542 Microbial Ecology
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring (alt yrs even)
Instructor:
Dr. Barry Pyle, Department of Microbiology, MSU-Bozeman
This course will provide students with fundamental knowledge of microbial ecology and its methods. The ecology of microorganisms in relation to nutrition, growth, control, metabolism, biogeochemical cycling, natural environments and microbial interactions will be covered. Readings from the text and other sources, discussions, and assignments will be included to facilitate learning and for evaluation. This course is intended for middle, high school, and lower level college teachers, as well as others in education roles e.g. at nature facilities such as zoological and national parks.
MB
580 Biofilms: The Biodiversity of Slime
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr. Elinor Pulcini, Department of Microbiology,
MSU-Bozeman
This course will explore the biodiversity of microbial communities present in environmental and medical biofilms using an inquiry based approach. Biofilms have been found to have tremendous impact in industry and in medicine. The biofilm lifestyle is now regarded to be the predominant life form for the majority of microorganisms in the environment. More recently, the impact of bacterial biofilms in medicine has been recognized in such areas as antibiotic resistance and chronic infection. In this course, emphasis will be placed on the ramifications of bacterial biofilms in both environmental and medical settings as well as advances in the techniques to study biofilms. A review of current literature will examine topics relevant to the study of biofilms including cell-cell communication, extracellular polymer production, and antimicrobial resistance.
MB
580 Current Topics in Microbiology
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Dr. Elinor Pulcini, Department of Microbiology,
MSU-Bozeman
This course will provide an inquiry based examination of current microbiology related topics. Topics may vary from semester to semester and will be selected by the assessment of what is considered “newsworthy.” Topics could include but not be limited to hospital acquired and community acquired infections, antibiotic resistance, immunizations, food safety and drinking water. Emphasis will be placed on the ramifications of issues with respect to industry, medicine, and personal health. A review of literature will provide background information for the topics in order to provide teachers sufficient and correct information to hold discussions regarding these topics in their classrooms. The goal of this course is to provide a rigorous examination of these topics for students in the Masters of Science in Science Education (MSSE) Program.
Physics
PHYS 401 Physics
by Inquiry I
Credit: 3
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Greg Francis, Department of Physics, MSU-Bozeman
Physics 401 is entirely laboratory
based. Instead of absorbing facts from a lecture,
the students make observations and build scientific
models to account for their observations. The
course emphasizes the development of basic concepts
and reasoning skills, and efforts are made to
actively engage students in the learning process.
Staff-to-student ratio is of necessity high (two
instructors for approximately 20 students), and
interactions with staff are through Socratic dialog:
the instructors do not give answers, but help
the students to find their own. Available computer
technology is utilized as appropriate.
Physics 401 will begin with a series
of activities/observations that will lead to the
development of a scientific model for DC electric
circuits. The students will be able to solve both
qualitative and quantitative problems involving
very complicated circuits containing batteries
and bulbs. For example, they will be able to rank
the brightness of the identical bulbs without
relying on the rote use of equations.
The in-service teachers will also use shadow plots
to develop a model for the relative motion of
the earth and sun during the course of the semester.
They will also make careful observations of the
moon, and from their observations piece together
a model to explain the phases of the moon.
The curriculum used will be the
Physics by Inquiry modules developed by the Physics
Education Group at University of Washington. This
curriculum is based on two decades of research
on student misconceptions. Each activity is designed
to elicit those misconceptions known to block
learning, and to allow the student to confront
and resolve the difficulties. Students are often
presented with several opportunities to confront
the same misconception in increasingly rich contexts
to insure that they are completely free of the
misconception. This teaching approach has a three-fold
advantage when used with future teachers: 1) They
come away from the class with a clear understanding
of the physics based on their own experience;
2) They acquire an awareness of those difficulties
with which their future students are likely to
be struggling; 3) Most importantly, they acquire
a self-confidence in their ability to do science,
to face unknown situations and find their own
answers. Their teaching will be free of references
to higher authority. They will be able to predict
the time of the high tide (a skill more useful
in other states) by looking at the phase of the
moon and using their model. And it will be their
model because they will build it for themselves,
from the ground up.
PHYS
402 Physics by Inquiry II
Credit: 3
Mode of Delivery: Campus
Semester Offered: Summer alternates
with PHYS 404
Instructor:
Dr. Greg Francis, Department of Physics, MSU-Bozeman
Physics 402 is a continuation of
the Physics 401 experience. Physics 402 is entirely
laboratory based. Instead of absorbing facts from
a lecture, the students make observations and
build scientific models to account for their observations.
The course emphasizes the development of basic
concepts and reasoning skills, and efforts are
made to actively engage students in the learning
process. Staff-to-student ratio is of necessity
high (two instructors for approximately 20 students),
and interactions with staff are through Socratic
dialog: the instructors do not give answers, but
help the students to find their own. Available
computer technology is utilized as appropriate.
The course will begin with a careful
investigation of light, color, and geometrical
optics. The study of optics will lead to an understanding
of pinhole cameras, lenses, and prisms. We will
then explore the differences between the concepts
of heat and temperature. This will include a study
of heat capacity, specific heat, phase change,
and heat transfer. The in-service teachers will
also use shadow plots to develop a model for the
relative motion of the earth and sun during the
course of the term.
The curriculum used will be the Physics by Inquiry
modules developed by the Physics Education Group
at University of Washington. This curriculum is
based on two decades of research on student misconceptions.
Each activity is designed to elicit those misconceptions
known to block learning, and to allow the student
to confront and resolve the difficulties. Students
are often presented with several opportunities
to confront the same misconception in increasingly
rich contexts to insure that they are completely
free of the misconception. This teaching approach
has a three-fold advantage when used with future
teachers: 1) They come away from the class with
a clear understanding of the physics based on
their own experience; 2) They acquire an awareness
of those difficulties with which their future
students are likely to be struggling; 3) Most
importantly, they acquire a self-confidence in
their ability to do science, to face unknown situations
and find their own answers. Their teaching will
be free of references to higher authority. They
will be able to say “I know that the acceleration
is constant on a sloped incline because I measured
it.” They will be able to predict the time
of the high tide (a skill more useful in other
states) by looking at the phase of the moon and
using their model. And it will be their model
because they will build it for themselves, from
the ground up.
Physics 401 is either a prerequisite
or a co-requisite for Physics 402.
PHYS
403 Special Relativity On-line
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor:
Dr. Nora Thornber, Department of Physics, Raritan
Valley Community College, NJ
This course seeks answers to the
questions: In what ways does Nature behave differently
at high relative speeds than at low speeds? Do
moving clocks really "run slow"? Do
fast-moving objects really shrink and get heavier?
Why can't we move faster than light? Why can't
we travel backward in time? Can mass really be
converted into energy and energy into mass? What
does it mean to say that space and time are part
of a larger unity called spacetime? And what predictions
do all these statements make for actual experiments?
Developing skills in answering these questions
will help you to pose and answer your own questions,
assisted by interactive visual computer software.
PHYS
404 Physics by Inquiry III
Credit: 3
Mode of Delivery: Campus
Semester Offered: Summer alternates
with PHYS 402
Instructor:
Dr. Greg Francis, Department of Physics, MSU-Bozeman
Physics 404 is a continuation of
the Physics 401 experience, but it may also be
taken concurrently with Physics 401. The course
will begin with a careful investigation of geometrical
optics, leading to an understanding of pinhole
cameras, lenses, and prisms. This will be followed
by an exploration of magnetic interactions and
magnetic materials.
The curriculum used will be the Physics by Inquiry
modules developed by the Physics Education Group
at University of Washington. This curriculum is
based on two decades of research on student misconceptions.
Each activity is designed to elicit those misconceptions
known to block learning, and to allow the student
to confront and resolve the difficulties.
Physics 401 is either a prerequisite or a co-requisite
for Physics 404.
PHYS 480 Conceptual
Physics
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor:
Dr. Robert Wilson, Department of Physics, San
Bernadino Valley College, CA
This course describes the workings
of the world around us. The everyday: how a ball
moves when it is thrown, the forces you feel on
a roller-coaster, what happens when you turn on
a light switch; and the esoteric: time and space
from the perspective of Einstein's relativity,
the basic structure of atoms and nuclei. The course
is mostly at the conceptual level, with some simple
algebraic problem solving. A unique feature of
the class is a series of at-home experiments using
simple materials to illustrate some basic ideas
of physics.
PHYS
511 Astronomy for Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor:
Dr. Tim Slater, Department of Astronomy, University
of Arizona, Tucson, AZ
As a fundamental science, astronomy
is the study of the motions in the sky, the formation
of planets, the evolution of stars, and the origin
of galaxies. This course, specially designed for
practicing science teachers at the middle and
high school levels, serves as a survey of topics
in astronomy. The topics are closely aligned with
the concepts emphasized in the NRC National Science
Education Standards and the instructional strategy
uses electronic collaborative group discussions
in concert with hands-on laboratories and activities
that use NASA data easily accessed via the Internet.
PHYS
512 General Relativity On-line
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor:
Dr. Nora Thornber, Department of Mathematics,
Raritan Valley Community College, NJ
• How long do you live after
you fall through the horizon of a black hole?
• Can you detect the moment at which you
cross the horizon?
• As you float comfortably inward, can you
see the starry heavens?
• Receive messages and packages from your
friend on the outside?
• Why can't you send messages to your friends
on the outside?
• Can you tell when you are approaching
the center?
• How quickly will it be over at the central
crunch point?
You can answer these questions for
yourself with calculus, starting from a simple
formula, the "metric", for the black
hole. In fact, with the metric you can answer
every possible (non quantum) scientific question
about spacetime surrounding the black hole. You
can also answer every possible question about
trajectories of light and satellites around the
black hole as well as around familiar centers
of gravitational attraction such as Earth and
Sun.
The metric for the even more interesting
rotating black hole may tell us about quasars,
the most powerful steady energy sources in the
universe. Where do quasars get their power? Is
falling into a rotating black hole an experience
different from plunging into a static black hole?
Ask the metric!
SYLLABUS: The course begins by examining
the idea of spacetime curvature and the Schwarzschild
metric for a non-rotating black hole. From the
metric springs energy as a constant of the motion
of radially plunging observers. More general orbits
follow after the metric also predicts that angular
momentum is a second constant of the motion. Trajectories
of light reveal what one will SEE as one stands,
falls, or orbits in the vicinity of a black hole.
The last part of the course is a series of student
projects examining life inside the horizon of
a black hole, the spacetime around a rotating
black hole, and a simple model of the cosmos as
a whole.
PHYS
513 Demystifying Quantum Mechanics
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor:
Dr. Rongmei (Ruth) Chien, Department of Physics,
MSU-Bozeman
Can quantum mechanics be made SIMPLE?
What lies behind wave functions, wave equations,
and atomic structure? How is the sub-microscopic
world really put together?
In his popular little book, QED,
The Strange Theory of Light and Matter,
Richard Feynman reduces the rules of quantum mechanics
to a simple command for the electron and the photon:
Explore all paths. In 1948 Feynman proved that
this command leads to all the same results as
the usual wave mechanics.
Our course studies the command "Explore
all paths" and its consequences. Using hands-on
software, you interact with animated illustrations
from Feynman's book. On-line, you discuss with
other participants the deep paradoxes of quantum
mechanics. But deep does not mean mathematical:
NO EQUATIONS until one-third of the way through
the course. Then the quantum wave function emerges
as a natural consequence of the command "Explore
all paths." It accounts for the smoothness
of a friend's skin and the gold of sunset.
Some comments from students during
previous semesters:
The reading was incredible...I
really get a kick out of Feynman's totally off-wall
way of describing this stuff...Truly a ground-breaker!...He
brings up some REALLY interesting ideas that
I am excited to discuss with the rest of the
class...Feynman does a great job of explaining
a post graduate physics topic in nearly everyday
language...I enjoy reading him because he seems
so honest about what he (and everyone else)
does not know...Man, it made me feel good to
read that Feynman couldn't understand this stuff
either...I was very pleased to have Feynman
tell us that what we will learn is absurd.
This course is pretty addictive!
I find myself constantly thinking of the concepts
presented in the reading as well as the items
brought up (in the on-line discussion)...I find
it similar to a good novel. Hard to put down
or out of my mind...I am learning SO MUCH from
all of you. That's one of this course format's
strongest features...I'm learning twice as much
as I ever hoped to, and we have just scratched
the surface...I got an A in my intro qm class
without having even a fraction of the understanding
I have now...I find the power of this weekly
conferencing unmatched by any course or book
I have read. This medium allows us all to resonate
and reflect our views of Physics.
As I breeze through Feynman, it
occurs to me that the reading is easy because
of the software simulations we have run...It
is very nice to have these computer programs
to "experiment" with...This all makes
so much more sense now, and I owe a large part
of that to the software.
PHYS
514 Comparative Planetology
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor:
Dr. Elizabeth Roettger, Astronomy Education Consultant,
Ed-Ventures, Chicago, IL
As viewed by the modern astronomer,
the Solar System is more than 70 diverse worlds
interacting as a dynamic system. This online course
for K-12 in-service teachers focuses on fundamental
questions driving NASA's exploration of the Solar
System: How did it form? What's in it? How is
it arranged? What does the study of other worlds
(planets, moons, asteroids, and comets) teach
us about our own? How do we learn about other
worlds? How are these worlds similar and different?
How do they interact, forming mini-systems within
the Solar System? What are their surfaces, atmospheres,
and interiors like, and how do we know? By taking
advantage of NASA's virtual presence in the Solar
System, course participants conduct individual
investigations and explore how K-12 students can
use similar tools to conduct authentic scientific
inquiries. Course participants learn how to integrate
NASA products (online images, imaging software,
and other resources) effectively in the classroom.
Study Guide from previous semester is online and
available (btc.montana.edu/ceres/worlds/guide.html).
Sponsored by Montana State University NASA CERES
Project.
PHYS
580 Particle Physics for Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor: TBA
Elementary particle physics is the
realm in which the nonintuitive fields of special
relativity and quantum mechanics are most clearly
manifest. As such, it is an endless source of
fascination and intrigue as well as the study
of nature at its most fundamental level. This
challenging course will present a survey of our
current understanding of the field, with an emphasis
on the current "Standard Model" of particle
interactions and the physical evidence supporting
this model. The course will focus on concepts,
but some ideas may be enriched with basic differential
calculus. The course will include:
• Review of Quantum Mechanics and Special
Relativity
• The Four Fundamental Interactions
• Quarks and Quantum Chromodynamics
• Current Research in Particle Physics
PHYS
580 Space Based Observatories
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
During this online course, participants will complete a series of online units centered on astronomy to build core knowledge that can be incorporated into the classroom. Students will develop an understanding of how scientists develop theories of the universe by making sense of observational evidence. Specific attention will be given to the use of space-based observatories, including NASA’s “Great Observatories” project and the Kepler Telescope. Students will learn about the nature of science inquiry as they explore topics in cosmology and extra-solar planets and systems. As this course is intended for classroom teachers, instruction will place an emphasis on creating classroom materials appropriate for secondary science classrooms and consistent with the National Science Education Standards.
Objectives - Students who successfully complete this course will be able to do the following:
- Describe the necessity of space-based observatories.
- Discuss historically significant discoveries made possible by space-based observatories.
- Provide an overview of the Big Bang theory and key supporting evidence.
- Explain the various processes used in planet hunting.
- Evaluate the potential of finding terrestrial planets in the future.
- Describe future technologies and their possible impact on space based astronomy.
PHYS
580 Studying the Universe with Space Observatories
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Chad Davies, Department of Physics, Gordon
College, Barnesville, GA
Recent space missions have increased
our ability to explore and understand the structure
and evolution of our universe. This course will
provide the conceptual framework and scientific
background needed to understand and interpret
the results of space missions related to galactic
and extragalactic space science. We will make
heavy use of Internet and WWW based resources
in astronomy. Students will gain skills in using
electronic image manipulation and analysis software
that they will use in completing homework assignments
and also in creating lesson plans for their own
classrooms. This course will stress NRC science
content and education standards for the 9-12 grade
levels.
Montana State University NASA CERES Project paid
for the development of this course.
PHYS
580 Teaching Electricity and Magnetism Using Research-Based
Curriculum
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (odd)
Instructor:
Dr. Greg Francis, Department of Physics, MSU-Bozeman
Many science teachers feel more
comfortable teaching mechanics than the more abstract
concepts of electricity and magnetism. This is
unfortunate, as the application of these principles
can be so much more exciting that the block-down-the-inclined-plane
types of problems treated in mechanics. Students
can be taught how to wire their own home or build
electric motors.
This five-day course uses essentially
the same mode as in "Teaching Mechanics Using
Research-Based Curriculum", except that the
topics covered will come from the second semester
of the typical introductory physics sequence.
Participants will learn how to teach an integrated
course built around Tutorials in Introductory
Physics (McDermott, et al.). This research-based
curriculum challenges students to confront their
misconceptions and build gut-level models of the
key concepts of electricity and magnetism. The
course will showcase both the student-centered
tutorial instruction and the supporting active-engagement
PowerPoint lectures. We will also review the physics
education research literature that provides the
foundation for these curricular materials.
Participants will receive 70 PowerPoint
lectures, each with its own description and learning
outcomes, designed to engage the students in active
learning and provide the necessary links to the
Tutorial experience. A complete description of
supporting demonstrations will also be provided.
Finally, participants will receive a large bank
of research-based homework and exam questions
designed specifically to elicit the common misconceptions
addressed in the Tutorials.
Instructor: Dr. Francis is the
director of the Conceptual Astronomy and Physics
Education Research (CAPER) Team in the Department
of Physics at Montana State University, where
he teaches algebra-based physics in classes of
up to 210 students per section. Over the last
several years, he has developed a relatively low-budget,
high-impact program of physics instruction that
is producing gains on the Force Concept Inventory
(a widely used test of conceptual understanding
in basic mechanics) that are as good or better
than lab-based programs that, by their design,
require resources that are simply not available
to many physics instructors. In addition, a study
demonstrating a high long-term retention rate
(“Do They Stay Fixed?” The Physics
Teacher, 36(8), p. 488 (1998).) suggests that
the program is doing much more than training them
to give the right answers—it is changing
their world view.
PHYS
580 Teaching Mechanics Using Reserach-Based Curriculum
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructors:
Dr. Greg Francis, Department of Physics, MSU-Bozeman
Dr. Jeff Adams, Department of Physics, MSU-Bozeman
The goal of this five-day course
is to prepare participants to teach an mechanics
integrated course built around Tutorials in Introductory
Physics (McDermott, et al.). This research-based
curriculum was designed to be used in recitations
to augment traditional lecture courses operating
essentially independent of the lecture. As a test
site for this curriculum, Francis has taken the
next step by totally redesigning his courses so
that the lectures in fact serve to supplement
the tutorials. The course will model both the
student-centered tutorial instruction and the
supporting active-engagement lectures for a selection
of topics from the first semester of the two-semester
sequence. A special emphasis will be placed upon
training of peer-instructors for the effective
use of the Tutorials. Participants will receive
70 PowerPoint lectures, each with its own description
and learning outcomes, designed to engage the
students in active learning and provide the necessary
links to the Tutorial experience. A complete description
of supporting demonstrations will also be provided.
Finally, participants will receive a large bank
of research-based homework and exam questions
designed specifically to elicit the common misconceptions
addressed in the Tutorials.
PHYS
580 Using Robotics in Lunar Expeditions
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
This course will introduce students to the fundamentals of unmanned exploration of the lunar surface using autonomous robots. The course will begin with an introduction to past, current, and planned techniques for lunar exploration and the application of robotics to this field. The course will then introduce the students to the building blocks of robotics including locomotion, computer system functionality, sensors, and autonomous decision making. The course will culminate in a final project in which the students will design a robot to accomplish an autonomous task. The robotics platform that will be used in this class is the LEGO® MINDSTORM® NXT Educational Kit. The target audience for this course is K-12 math and science teachers who wish to incorporate robotics learning modules into their classroom for the purpose of promoting the opportunities in the science and technology field. Students taking this course will be provided with enough background to assemble a team of students who will participate in the annual First Lego League robotics competition held at Montana State University in January.
PHYS
582 Astrobiology for Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: TBA
Instructor:
Dr. Tim Slater, Department of Astronomy, University
of Arizona, Tucson, AZ
The Invisible Universe Online: The
Search for Astronomical Origins for Teachers covers
the long chain of events from the birth of the
universe in the Big Bang, through the formation
of galaxies, stars, and planets by focusing on
the scientific questions, technological challenges,
and space missions pursing the search for origins
in alignment with the goals and emphasis of the
National Science Education Standards.
Course Goals:
• Develop scientific background knowledge
of astronomical objects and phenomena with peak
emissions outside of the visible region of the
electromagnetic spectrum
• Understand contemporary scientific research
questions related to understanding:
• How galaxies formed in the early universe
• How stars and planetary systems form and
evolve
• Describe strategies and technologies for
using non-visible wavelengths of EM radiation
to study various phenomena
• Integrate the related issues of astronomical
science, technology, societal issues, and career
guidance for classroom teaching
• Develop specific strategies for implementing
concepts in the National Science Education Standards
related to "invisible" astronomy and
the search for astronomical origins
The topics are closely aligned with the concepts
emphasized in the NRC National Science Education
Standards and the instructional strategy uses
electronic collaborative group discussions in
concert with hands-on laboratories and activities
that use NASA data easily accessed via the Internet.
PHYS
583 The Invisible Universe: The Search for Astronomical
Origins
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall &
Spring
Instructor:
Dr. Tim Slater, Department of Astronomy, University
of Arizona, Tucson, AZ
The Invisible Universe Online: The
Search for Astronomical Origins for Teachers covers
the long chain of events from the birth of the
universe in the Big Bang, through the formation
of galaxies, stars, and planets by focusing on
the scientific questions, technological challenges,
and space missions pursing the search for origins
in alignment with the goals and emphasis of the
National Science Education Standards.
Course Goals:
• Develop scientific background knowledge
of astronomical objects and phenomena with peak
emissions outside of the visible region of the
electromagnetic spectrum
• Understand contemporary scientific research
questions related to understanding:
• How galaxies formed in the early universe
• How stars and planetary systems form and
evolve
• Describe strategies and technologies for
using non-visible wavelengths of EM radiation
to study various phenomena
• Integrate the related issues of astronomical
science, technology, societal issues, and career
guidance for classroom teaching
• Develop specific strategies for implementing
concepts in the National Science Education Standards
related to "invisible" astronomy and
the search for astronomical origins
The topics are closely aligned with
the concepts emphasized in the NRC National Science
Education Standards and the instructional strategy
uses electronic collaborative group discussions
in concert with hands-on laboratories and activities
that use NASA data easily accessed via the Internet.
Plant Sciences &
Plant Pathology
PS
548 Flowering Plants of the Northern Rocky Mountains
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Robyn Klein, Department of Plant Sciences &
Plant Pathology, MSU-Bozeman
A field oriented study of the flowering
plants of Montana with an emphasis on plant keying
skills. Objectives are 1) to identify the parts
of flowering plants and become familiar with botanical
terms, 2) to learn morphological characteristics
of common plant families, 3) to learn how to use
a plant key to successfully identify flowering
plants, 4) to apply plant identification skills
to the classroom. Discussion will emphasize application
of these skills and botanical texts to the classroom.
Physical Fitness Requirement: Field trips require
walking up to 2 miles on moderate slopes.
PS
580 Plants, People, and Health
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructor:
Robyn Klein, Department of Plant Sciences &
Plant Pathology, MSU-Bozeman
This interdisciplinary course investigates
how plants and people intersect, with a focus
on the current popular and scientific interest
in using plants and their compounds for health
and medicine. The subject will be applied to ethnobotany,
botany, and phytochemistry. Enhancing the links
between the natural world and the classroom can
bring meaning to all the science and instill an
interest in the investigation of plants and their
uses. The course will have the following components:
-
Application to Ethnobotany: relationships
between people, flora, and environment.
-
Application to Botany: plant defense, co-evolution,
chemical communication.
-
Application to Phytochemistry: plant biosynthetic
pathways for secondary compounds and classes
of plant compounds.
-
Application to Chemistry: making herbal products
from plant material.
Laboratory: The last day will be
spent with hands-on experience making some herbal
products to enhance the learning opportunity.
PS
580 Biomimicry: The Technology of Biology
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Robyn Klein, Department of Plant Sciences &
Plant Pathology, MSU-Bozeman
Grades 7-12 teachers will:
a. Practice biomimicry, a design tool that can be used to inspire technological innovation and bring relevancy to science curriculums.
b. Learn how biology can inform design for diverse industry disciplines such as engineering, architecture, chemical products, land management and communications.
c. Apply these skills to biology, chemistry and physics science courses for grades 7 to 12.
Skills needed for this course:
A sense of adventure and wonder
A love of nature
An ability to cooperate with a group
An appreciation of patterns and beauty
A willingness to step out of your comfort zone
Range Science
ARNR 480 Yellowstone Range Ecology
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Carl Wambolt, Department of Animal and Range Science, MSU-Bozeman
This course will describe the native
communities of the internationally prominent northern
Yellowstone winter range for wild ungulates. The
ecology of many organisms, both plant and animal
will be studied. Plant identification skills will
be incorporated with an emphasis on the recognition
of the northern range’s flora and its importance
as wildlife habitat. Ecosystem interrelationships
will form the basis for understanding the ecology
of the range and interpreting the consequences
of management alternatives. The course will have
the following components:
1) Plant geography of the region and northern
Yellowstone winter range (NYWR).
2) Taxonomic principles and identification of
important plants on the NYWR.
3) Ecology of plants and wildlife of the NYWR.
4) Ungulate ecology as influenced by Yellowstone
National Park.
5) Diets, foraging habits, and nutrition of wild
ungulates.
6) Habitat types and their interaction with wildlife.
7) Fire ecology in the region and NYWR.
8) Community successional trends in the region
and NYWR.
9) Herbivory on the NYWR.
10) Evolution of policy regarding the region and
NYWR.
Courses for Elementary Teachers
Elementary Education
BIOL 580 Plant Science: It Grows on You
Credit: 1
Mode of Delivery: Distance
This course will look at familiar seeds and their early growth into seedlings (with experimentation with the seedlings). You will grow the little mustard known as Brassica, the Wisconsin Fast Plant. It is called the fast plant because it goes from seed to seedling to mature plant with flowers and fruits, and back to seed, in six weeks. In order to get the plant to grow satisfactorily, you must have a grow-light (shipped as part of your materials) that can be on 24/7 (24 hours a day all week) for the entire six weeks, and you must get the seeds planted on Day 0 (January 29).
The goals of this course are to...
- Watch seeds germinate
- Learn about uptake of water in seeds
- Think about seeds as food
- Observe how plants respond to gravity
- Learn the parts of a flower
- Act like a pollinating bee
- Watch a flower part turn into fruit with seeds
You will keep journals with growth data, answer questions from the instructor based on your journals and the manual, and participate in discussions. If you are already familiar with Wisconsin Fast Plants, you can either participate in this class with more experimentation with your plants.
ERTH 580 Elementary Weather
Credit: 1
Mode of Delivery: Distance
In this six week online course we will take a look at learning weather concepts and how to incorporate them into the elementary classroom using hands-on activities. Observing weather patterns from the past, present and future is easy and fun! The principles you learn will apply to air pollution, crop selection and forecasting.
The goals of this course are to…
- Identify the parts that compose the atmosphere
- Count time and space coordinates
- Identify weather elements and icons
- Analyze and read weather maps
- Uncover the importance of temperature
- Use pressure scales to enhance understanding of barometry, density and buoyancy
- Evaluate pressure patterns in storms
- Identify cloud types and their formations
- Describe humidity as related to precipitation and dew point
- Measure and observe wind
- Evaluate wind patterns in storms
- Incorporate a Native American perspective on Weather Science
ERTH 580 Landforms for Elementary Teachers
Credit: 1
Mode of Delivery: Distance
In this online course we will investigate landform science. Observing landforms and how they change is fun! We will look at a variety of landscapes and how they came to look like they do. We will model landforms and encourage sharing and discussions of teaching ideas in our course. The principles you learn will increase your confidence in teaching science in general as well as landforms in particular.
The goals of this course are to...
- Introduce concepts of structure, process and time
- Review the battle between living and non-living forces and the relationship it has to landforms
- Model and represent landforms using resources such as remote sensing, maps, physical models and math models
- Uncover the importance of orders of landforms
- Distinguish between continent and ocean basin movement versus minor slope elements
- Compare and contrast varying degrees of arid regions
- Classify volcanic landforms by their composition
- Compare and contrast varying degrees of water erosion regions
- Identify landscapes formed by landslides and glaciers
- Incorporate a Native American perspective on Landform Science
ENTO 580 The Fascinating Bug: Learning About Insects Through Observations
Credit: 1
Mode of Delivery: Distance
This course, co-taught by a Smithsonian science consultant and an award-winning nonfiction children's book illustrator, is designed to launch you into the intriguing world of entomology. Our central goal is to introduce you and your students to the excitement of hands-on, inquiry based learning. Through activities, investigations, readings and discussion groups, you will learn about insects in general and one species in particular. A starter kit of "safe, fascinating, classroom-friendly and easy-to-maintain" live bugs will be sent to you as part of the course.
Our methodology is based on the premise that close observation, followed by careful drawing, writing and further observation, build the essential skills of science. NOTE: your drawings will be based on accuracy and attention to detail, NOT "artistic ability".
In this course you will:
- Identify the basic needs of insects through observation and inquiry.
- Learn about the anatomy of insects through drawing and labeling.
- Observe the life cycle of your insects and learn to describe it using scientific terminology.
- Investigate and write about common behaviors of your insects.
- Incorporate a Native American perspective on Insect Science.
LRES 580 The Dirt on Soil Science
Credit: 1
Mode of Delivery: Distance
This is an exciting 6-week online course, directed toward K-6 elementary school teachers who want to understand the science of "dirt." This includes conversing with your instructor and classmates in weekly online discussions. The focus will be on basic soil physical properties and processes.
The specific goals of this course are:
- Expand your understanding of the concepts of soil science and use soil as a platform to teach other science disciplines.
- Gain understanding of how soil is formed.
- Begin to understand your local soil/ landscape interactions.
- Getting dirty while discovering different soil textures.
- Gain understanding of soil and water relationships.
- Gain understanding of the biology of soil.
- Study how children's concepts of soil and land resources are developed in the classroom setting.
- Strengthen skills in teaching basic soil science concepts, engaging students, and responding to student needs in the classroom
- Incorporate a Native American perspective on teaching activities and lessons in soil science and land resources.
- Develop our own professional community of course participants, sharing teaching ideas, expertise and experience.
PHYS 580 Electricity
Credit: 1
Mode of Delivery: Distance
In this six week online course we will get you acquainted with the basic concepts of electricity. The course will give you the information you need to successfully integrate the study of electricity into your own class. Electricity is related to energy, and this is where we start the course. The central topic is electric circuits. We wrap up the class by taking a brief look at the connection between electricity and magnetism. Participation in online discussions, laboratory work, journaling, homework and collaboration between participants and instructor are necessary components to succeeding. I hope you enjoy this exciting journey through the world of electricity!
The goals of this course are to...
- Review and reemphasize the concept of energy
- Define charge, electric force and potential
- Explore bulbs, conductors and insulators
- Conduct experiments with circuits, both series and parallel
- Identify generation and redistribution of household electricity
- Define magnetism
- Utilize resources to make an electromagnet
- Incorporate a Native American perspective on Electrical Science
PHYS 580 Teaching & Learning in Science: Elementary Space Science
Credit: 1
Mode of Delivery: Distance
The Sun rises, the Sun sets. There must be more to life than that.
There is. The patterns of day and night - of the Sun, Moon, planets, and stars - are complex and wonderful. Some are very easy to figure out if you have the right tools; others take a bit of practice. All can be studied at different levels, and so can be used for different grade levels and for the focus of scientific inquiry.
This course is intended for elementary school teachers who use hands-on curricula. The topics include the Moon and lunar phases, patterns and changes in the night sky, the Sun’s appearance over the day and over the year at different locations on Earth, and some keys to understanding the surface patterns of planets and other worlds in our Solar System. Throughout the course are ways of learning about student ideas, limitations, and misconceptions. Each week, participants work through a selection of activities and contribute to asynchronous online discussions. The available activities focus on each week’s topic, but each participant is encouraged to choose activities that will best contribute to her or his own learning and teaching needs. Many of the activities parallel student activities in popular space science curriculum kits, though most are geared for adult learners. At the same time, participants experience a long-term observation-based inquiry. Discussions provide a way for participants to learn about a wide assortment of activities, exchange tips and ideas, and bounce thoughts and questions off colleagues as they work through their own understandings.
Participants examine and deepen their own understanding of space science, uncover and correct misunderstandings, and explore different ways of learning particular topics. In doing so, participants gain skills to support inquiry-based learning and guided kit use among their students. Resources include a Teacher’s Guide, star wheel, and access to templates participants and their students can use to make tools to understand space science. Internet resources are used throughout the course. Activities use household materials.
PHYS 580 The Science of Sound
Credit: 1
Mode of Delivery: Distance
In this exciting six week online course we will investigate principles of Sound. Conducting and observing hands-on, “ears-on” science is easy and fun! You will record the principles you learn in a science notebook and share your investigations with other teachers through collaborative assignments and weekly discussions. This is a course that allows you to play as you learn. By participating in this course, you will...
- Have a clearer conceptual understanding of how sound works and what it is.
- Know how to examine sounds by looking at the whole "sound system" (force vibration, medium, receiver).
- Learn about sound energy and how it moves through a medium.
- Examine how the properties of materials affect the sounds you hear.
- Learn about ears and how they work.
- Experience the true Scientific Method and collaboration.
This is a conceptual physics course that is designed especially for Elementary teachers with little or no formal training in science. Teachers with significant previous experience teaching physical science are welcome, but are encouraged to contact NTEN for more information.
PHYS 580 The World of Forces
Credit: 1
Mode of Delivery: Distance
This 1-credit course is designed for 4-8 grade teachers who are exploring the concepts of forces in their classrooms. Its broad purpose is to introduce elementary and middle school teachers to core ideas about forces, as they relate to modern hands-on, inquiry-oriented science curricular materials. The course aims to help teachers use such materials more effectively by increasing their understanding of physics concepts, especially as those concepts may emerge in a classroom engaged in hands-on active learning. It is not a course in how to use a particular curriculum. The goals of this course are to...
- Gain a thorough understanding of the concept of force and the different kinds of force
- Develop expertise in representing forces with free-body diagrams
- Gain a thorough understanding of the relationship between forces and Newton's three laws of motion
- Understand how forces determine the conditions for balancing
- Learn how forces explain the operation of simple machines such as pulleys and levers
- Study how children's concepts of force, torque, and work are developed in classroom settings
- Become more effective users of inquiry-based curricular materials in teaching about forces
- Develop your own professional community of course participants, with whom you can share teaching ideas, expertise, and experience.
PHYS 580 The World of Motion
Credit: 1
Mode of Delivery: Distance
In this fast-moving six-week course, we will focus on the fascinating concepts of measurement and motion, and how they relate to hands-on physical science in the elementary classroom.
The goals of this course are to…
- Gain a thorough understanding of the concepts of velocity and acceleration, central to a description of motion
- Learn how to describe motion graphically and using data tables
- Study how children’s concepts of motion are developed in the classroom setting
- Become more effective users of inquiry-based curricular materials in teaching about motion
- Learn about supplementary materials that help connect motion concepts to Native American cultures and communities
- Develop our own professional community of course participants, sharing teaching ideas, expertise and experience
*Campus - course offered on-campus during a summer
session
**Distance - distance delivery course offered
by asynchronous, computer-mediated communication
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