The courses below are offered at various intervals. Also see our current courses open for registration.
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BIOL 500: The Science Behind School Gardens Bundle Credits: 2 For teachers of grades K - 8 The Science Behind School Gardens is a new bundle of two online courses from Montana State University which help elementary teachers learn both plant science and nutrition, plus strategies for integrating the science related to school gardens into the classroom. When you register for the bundle you will be registered for both the Plant Science: It Grows on You (BIOL 580) and Food and Nutrition Across the Elementary Curriculum (HDFN 580) courses. Teachers will study how plants grow and develop and also learn how the body uses the food grown. Both topics lead well into integration of a school garden or local agriculture into the curriculum. Top of the page |
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BIOL 591: Plant Science: It Grows on You Credits: 1 For teachers of grades K - 8 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. The goals of this course are to...
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. |
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BIOL 591: Teaching Evolution Credits: 3 For teachers of grades 7 - 12 Evolution is a powerful and generative concept that is fundamental to a modern understanding of biology and the natural world. Evolution offers insight into how we came to be, what our future may hold, and how we interact with the living world. However, despite its centrality to the modern biology classroom, teaching evolution can be especially challenging. Unlike instruction on many other topics covered in pre-college biology courses (organ systems, cell structure, ecosystem interactions, etc.), evolution instruction may encounter unique sources of resistance and misinformation in addition to more typical misconceptions and teaching challenges. 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. Ultimately, of course, the goal of this course is to change how its students teach in their own science classrooms. We hope that participants in this course will increasingly emphasize evolution in their K-12 classrooms through dynamic and coherent lessons that help their students overcome misconceptions and see how evolution is relevant to their lives. Top of the page |
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BIOL 591: Using Local Ecosystems to Implement Elementary Biology Activities Credits: 1 For teachers of grades K - In this six-week course you will be introduced to fundamental biological concepts involving the interaction of matter and energy that results in the change of ecosystems. Each week you will be assigned a biological activity that can be incorporated into the science classroom. Student learning will involve cognitive, skill and affective outcomes. The goals of this course are to...
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CHMY 591: Environmental Measurement: Sensors & Electronics Credits: 3 For teachers of grades 9 - 12 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, colorimetery, turbidity, and thermocouple high temperature measurements--and the simple electronic circuits that support them. These circuits are also suitable for pH and pressure measurements. 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. Top of the page |
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ERTH 591: Fundamentals of Oceanography Credits: 3 For teachers of grades 7 - 12 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. Top of the page |
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ERTH 591: Geology of the Moon Credits: 3 For teachers of grades 5 - 9 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 instructor, Cassandra Runyon, has her PhD in Geology and has been working in the field for over 10 years. She is a member 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. A special word of thanks to NASA's National Lunar Science Institute for their support of this course. Top of the page |
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ERTH 591: K-14 Earth System Science Credits: 2 For teachers of grades K - 14 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. 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. 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, earth systems science, and Internet technology, using discovery and constructivist methods.
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ERTH 591: Landforms for Elementary Teachers Credits: 1 For teachers of grades K - 8 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...
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ERTH 591: Teaching Middle School Earth System Science Credits: 3 For teachers of grades 5 - 12 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. Top of the page |
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ERTH 591: Weather and Climate for Teachers Credits: 3 For teachers of grades 9 - 12 Few subjects within Earth Sciences are as far reaching as the study of weather (meteorology) and climate (climatology). We plan our days based on the current weather, plant food supplies based on seasonal forecasts, and develop economies based on regional climate. Weather and climate also explain major biogeographic patterns and influence physical processes shaping Earth. With unprecedented climate changes likely inevitable in our lifetimes, the study of weather and climate has also taken on added importance in recent decades. For these reasons and many more, it is imperative that we equip our teacher and educators with the tools to better prepare and motivate the next generation of scientists in this field. In this course we will build a physical understanding of how Earth systems interact to create the weather we see on a daily basis and the climatic patterns that emerge at larger spatial and temporal scales. The course goals are to:
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EDCI 580: Across the Sciences Credits: 3 For teachers of grades 9 - 12 You must fill out an application and be accepted to register for this course Across the Sciences is designed for high school science teachers who are or will be teaching out of field of endorsement. Teachers will enhance their content knowledge across scientific disciplines, identify and address patterns of students thinking within different disciplines, develop an understanding of scientific inquiry and ways to teach using an inquiry approach. Each unit of study in the Across the Sciences course is based on the BSCS 5 E learning model of Engage, Explore, Explain, Elaborate and Evaluate. All materials were developed by BSCS and the Oregon Public Broadcasting Corporation. Top of the page |
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EDCI 580: Astrobiology for Teachers Part 1 - The "Astro" Part Credits: 3 For teachers of grades 7 - 12 Astrobiology is truly an interdisciplinary science that defines itself at the intersection of physics, astronomy, biology, geology, and mathematics to discover where and under what conditions life can arise and exist in the universe. As such, it lends itself easily to incorporation to most science and mathematics curricula. The three goals of this course are to (1) deepen students’ conceptual understanding of the science concepts that comprise astrobiology, (2) provide experiences with using "Voyages Through Time" (VTT), a high school integrated science curriculum tied directly to the National Science Education Standards, and (3) help students develop the pedagogical framework and understanding to integrate astrobiology into their classrooms. This course is part one of a two course sequence based on the "Voyages Through Time" curriculum. This course will cover three of the six VTT modules: Cosmic Evolution, Planetary Evolution, and Evolution of Technology. Course participants will be expected to field test part of the VTT curriculum in your local classroom during the semester. The second course in the sequence, Astrobiology Part 2 - The "Bio" Part will be coming soon, so stay tuned, as both courses together define the whole concept of astrobiology and cover the entire VTT curriculum. A special word of thanks to the SETI Institute and the NASA Astrobiology Institute for providing some of the funding to make this course offering less expensive for teachers! Top of the page |
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EDCI 591: Astrobiology for Teachers Part 2 - The "Bio" Part Credits: 3 For teachers of grades 6 - 12 Astrobiology is truly an interdisciplinary science that defines itself at the intersection of physics, astronomy, biology, geology, and mathematics to discover where and under what conditions life can arise and exist in the universe. As such, it lends itself easily to incorporation to most science and mathematics curricula. The three goals of this course are to (1) deepen students’ conceptual understanding of the science concepts that comprise astrobiology, (2) provide experiences with using "Voyages Through Time" (VTT), a high school integrated science curriculum tied directly to the National Science Education Standards, and (3) help students develop the pedagogical framework and understanding to integrate astrobiology into their classrooms. This course is part two of a two course sequence based on the "Voyages Through Time" curriculum. This course will cover three of the six VTT modules: Origin of Life, Evolution of Life, and Hominid Evolution. Course participants will be expected to field test part of the VTT curriculum in your local classroom during the semester. If you missed Astrobiology Part 1 - The "Astro" Part, stay tuned, as it will be offered again soon. Even if you missed Part 1, you are welcome to take this course, but keep in mind that both courses together define the whole concept of astrobiology and cover the entire VTT curriculum, so you will want to take Part 1 the next time it is offered. A special word of thanks to the SETI Institute and the NASA Astrobiology Institute for providing some of the funding to make this course offering as inexpensive as possible for teachers! Top of the page |
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EDCI 591: Environmental Science Education: Fall Ecological Field Studies Credits: 3 For teachers of grades 6 - 12 This course is designed for educators of students in grades 6-12 who are interested in integrating inquiry oriented, experienced-based, environmental studies into their educational program. Participants will learn basic ecological field study techniques and conduct studies in their local environment. A wide variety of field studies will be presented and the participants will share their ecological data and field study results on-line. Basic ecological concepts will be presented in the context of the field studies. The course will address science and environmental education reform movements and science education standards especially as they relate to inquiry oriented teaching and learning. Teachers will have many opportunities to share their views on a variety of topics related to the environment and education. The course will allow the participants to learn more about the ecology, teaching and learning. This is a practical course in teaching about the environment and working with children. We are looking for a good distribution of 6-12 grade educators and would like representation from as many regions of the U.S. and other countries as possible. This will help insure a wide variety of ecological results and good opportunities to compare ecosystems and bioregions of the world. Although it is not required, we suggest conducting as many of these field studies with children as possible. If you are not currently teaching children, conducting studies with family and/or friends is acceptable. We will encourage you to share how you will adapt or adopt these techniques to your own teaching and ecological situation. Everyone's situation is different and we can learn much from each other. Top of the page |
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EDCI 591: Environmental Science Education: Summer Ecological Field Studies Credits: 3 For teachers of grades 6 - 12 This course is designed for educators of children in grades 6-12 to learn and practice basic ecological field techniques and integrate them into their instruction. This course focuses on summer field ecological studies including stream, forest, plant and bird studies. All studies will be completed outdoors in your local environment. A wide variety of field study techniques will be presented and the participants will share the results of the studies. Basic ecological concepts will be presented in the context of the field studies. Participants will have many opportunities to share their views on a variety of topics related to the environment and education. This course is a great opportunity to meet and interact with educators throughout the USA whose work focuses on ecology and young people. Summer ecological field study activities will include:
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EDCI 591: Environmental Science Education: Winter Ecological Field Studies Credits: 3 For teachers of grades K - 14 This course is designed for educators to learn and practice basic ecological field study techniques and integrate them into their environmental, science or ecology instruction. From late January to April, this course focuses on winter field studies including aquatic, snow, forest, mammal and bird studies. A number of indoor lab-based studies are also included for those times when it is impossible to get outside. A wide variety of field study techniques will be presented and the participants will share the results of the environmental studies on-line. Basic ecological concepts will be presented in the context of the field studies. Educators will have opportunities to share their views on a variety of topics related to the environment and education. The course will allow the participants to learn more about various ecological regions and approaches to teaching in nature. Although we would like to have participants teach these lessons to their students, it is not required that you be a practicing teacher. It is possible to do the field studies on your own or with cooperating family, friends and neighbors. Winter ecological field study activities will include:
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EDCI 591: History of Spaceflight and Space Technology Credits: 3 For teachers of grades 6 - 12 The purpose of this course is to introduce space science concepts associated with exploration and technology to build core knowledge that can be incorporated into the classroom. Upon successful completion of this course, students will be able to do the following:
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ENTO 580: The Fascinating Bug: Learning About Insects Through Observation Credits: 1 For teachers of grades K - 6 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:
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GPHY 580: Global Warming, Climate Change and Our Environment Credits: 3 For teachers of grades 7 - 12 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 worldwide. A primary objective of this course is to become skilled at using interactive methods for teaching future generations about global change issues. We will use "hands-on" materials for teaching global warming concepts included in the award-winning Toolkit for Formal and Informal Educators: Climate Change, Wildlife and Wildlands. Some ideas presented in this course are based on projects from the "Globe: Network for Science Teachers" program and other respectable online sources. We begin by studying the basic concepts and projections of climate change and impacts of global warming, and what we can do about it. Other course activities include:
We will also analyze the environmental changes that are occurring in Glacier National Park, evaluate how climate changes are impacting the ecosystem where you live, and compare the geographical differences in Global Warming worldwide. We will discuss various approaches of integrating global change issues into middle and high school instruction. |
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LRES 591: Streamside Science: Hands-On Approaches to Water Quality Education Credits: 3 For teachers of grades 8 - 12 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. See Course Overview and Syllabus (PDF). Please read this document for course expectations and details. |
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LRES 591: The Dirt on Soil Science Credits: 1 For teachers of grades K - 6 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:
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LRES 591: The Twelve Principles of Soil Science Credits: 3 For teachers of grades 7 - 12 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. Today scientists spend a great deal of time studying the soil-like materials of distant planets, the remote reaches of the earth, and even under the ocean floors. 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?
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LRES 591: Water Quality in the Classroom: A Characterization of the Science and Issues Credits: 3 For teachers of grades 7 - 12 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 in the Classroom - A Characterization of the Science and Issues - is a 'must' course for teachers involved in any aspect of biological sciences. Water quality can be called an "integrating" science, serving as a platform for expanded applications of chemistry, physics, biology, mathematics, geology, earth science, political and social sciences, and creative arts. The Water Quality in the Classroom course has three central foci:
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M 518: Statistics for Teachers Credits: 3 For teachers of grades 9 - 14 Stochastic concepts including probabilistic underpinnings of statistics, measures of central tendency, variability, correlation, distributions, sampling, and simulation. Exploratory data analysis including experiments, surveys, measures of association and inferential statistics. Discussion of methods for teaching statistics in secondary mathematics and science. Top of the page |
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MB 536: Exploring Microbiology Credits: 3 For teachers of grades 7 - 12 The goals of this course are to provide science educators and others with the fundamentals of microbiology that will allow them to expand their knowledge base and enhance their teaching activities in this subject. Teachers will gain an appreciation of the biology of microorganisms through reading, web searches, discussions, assignments and an experiment on the life and death of microorganisms, the microbial world and microorganisms in their environments. They will also learn how knowledge and understanding of microbiology can be applied in daily life, in biotechnology and in studying complex issues such as the origins of life and microbial diversity in natural environments. The course will provide a sound grounding in microbiology for those who intend to take courses such as microbial ecology, environmental microbiology, infectious diseases, microbial genetics, and biofilms. These main topics will be covered: Microscopes and the Study of Microbial Structure; Prokaryotic Cell Structure and Function; Eukaryotic Cell Structure and Function; Viruses and other Acellular Agents; Microbial Growth and Nutrition; Microbial Evolution, Taxonomy, and Diversity; The Archaea; The Deinococci and Gram-Negative Nonproteobacteria; The Proteobacteria; The Low G + C Gram-Positive Bacteria; The High G + C Gram-Positive Bacteria; The High G + C Gram-Positive Bacteria; and Eukaryotic Microbes. Each participant will set up an experiment that will run for most of the semester, using Winogradsky columns to study the growth of microbes in sediment or soil. A review of Winogradsky columns, an experiment proposal, set up report, weekly measurements and observations to be summarized as an update, and a final report. The final assignment will be a PowerPoint presentation on the experiment. Course participants will be required to participate regularly in the weekly discussions related to the topics and submit several assignments during the semester. Discussions, online quizzes, written assignments and presentations will be included in the assessment. Participants will have proxy access to the Montana State University library online. A time commitment of 9-12 hours per week is typical, but those who are less familiar with the course material or online course delivery may need to put in extra time, especially early in the semester. Top of the page |
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MB 540: Environmental-Applied Microbiology Credits: 3 For teachers of grades 6 - 12 This course will provide students with fundamental knowledge of environmental and applied microbiology. Through reading, discussions and assignments on microbial ecology, disease transmission, climate change, water treatment and food microbiology, students will gain an appreciation of how microorganisms maintain the biosphere in a balanced state. Students will also learn how our knowledge of microbial ecology has been exploited to remediate soils contaminated with toxic wastes and waters polluted with residential, industrial and agricultural waste. Top of the page |
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MB 542: Microbial Ecology Credits: 3 For teachers of grades 7 - 14 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. Top of the page |
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NUTR 524: Teaching Adolescent Nutrition Credits: 2 For teachers of grades 6 - 12 Nutrition habits of children and teens are known to have an impact on their present and future health, their ability to learn and their physical performance (athletics). However, many of these young people are not making the grade nutritionally. For example:
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NUTR 526: Nutrition for Fitness and Performance Credits: 3 For teachers of grades K - 12 Nutrition is a key element in managing body weight and fueling physical fitness and athletic performance. Food provides fluids, energy, nutrients, fiber, and phytochemicals. But what nutritional strategies are optimal? Which dietary supplements work? Using nutrition to meet the demands of physical activity is a dynamic process that integrates scientific research, nutrition guidelines, and the practical aspects of fueling active people in specific situations. This nutrition science 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, athletic trainers, nutrition educators, and other health professionals) ensures that discussions are 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, strength training, and muscle mass gain are addressed. Controversial issues such as popular diets, nutrient timing, and sports supplements are addressed. Internet resources are used extensively. Assignments challenge participants to apply evidence-based nutrition strategies to practical situations. 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 plan meals, snacks, and a personalized fitness menu. The course project is a written evaluation of a dietary supplement, a popular diet, or a dietary regimen. Reference material is obtained from medical, health, and scientific sources such as published, peer-reviewed scientific literature accessed via the National Library of Medicine databases. Participants demonstrate competency in a written project that involves assessment, analysis, comparison, evaluation, and synthesis of information.
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NUTR 591: Food and Nutrition Across the Elementary Curriculum Credits: 1 For teachers of grades K - 8 Enroll in this 6-week, 1 credit (graduate) course and enhance…
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PHSX 405: Special Relativity Credits: 3 For teachers of grades 9 - 12 This course approaches Einstein's theory of Special Relativity with a geometric perspective instead of through the Lorentz Transformation used in most introductory texts. There are two advantages. First, since geometry is the foundation for General Relativity (GR), this approach affords a seamless transition for students taking GR in the spring. Secondly, it leads to a more useful method for problem-solving in SR (Special Relativity) and with a modified Pythagorean Theorem and spacetime diagrams we can answer any question with confidence. The first part of the course builds these problem-solving techniques; then we demystify the various “paradoxes” in SR, which are really just naive questions rather than true paradoxes. Toward the end we explore the implications for energy and momentum conservation necessary for analyzing particle collisions at relativistic speeds. Note: This course is a prerequisite for General Relativity, which is scheduled for spring semester 2012. |
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PHSX 491: Conceptual Physics Credits: 3 For teachers of grades 7 - 12 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. Top of the page |
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PHSX 511: Astronomy for Teachers Credits: 3 For teachers of grades 6 - 12 Astronomy has long been a subject that captures the imagination of young students and provides a framework for teaching many kinds of science. This course, specially designed for practicing science teachers at the middle and high school levels, serves as a survey of topics in astronomy, with special emphasis on the latest advances. The topics are closely aligned with the concepts emphasized in the NRC National Science Education Standards. Our textbook is a very complete, very up-to-date, very readable source that teachers will want to keep as a reference. Our instructional strategy focuses on readings from the textbook, exercises that clarify the concepts and collaborative internet group discussions that correct misunderstandings and deepen insights. Top of the page |
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PHSX 512: General Relativity Credits: 3 For teachers of grades 9 - 12 What do we mean by "curved spacetime"? As you freely fall toward a black hole, how long does it take to reach the event horizon according to your watch? Can your friend at a safe distance actually see you cross the horizon? What happens at the horizon? Can you receive messages and packages from your friend on the outside? Can you send messages to your friend on the outside? How quickly will it be over at the central crunch point? You can answer these questions for yourself with some math, starting from a simple formula, the "metric," for 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 the Earth and Sun. Also, there is the metric describing the entire universe. The metric tells us how the universe expands and ends. SYLLABUS: The course begins by examining the idea of spacetime curvature and the Schwarzschild metric for a non-rotating black hole. With the metric we calculate the circumferences of circles in space around a large mass and find they do not match up with their radii in the usual way. As in special relativity, we find that observers disagree in startling ways, but general relativity even puts limits on our ability to construct reference frames in which to study these effects. We will calculate the consequence of spacetime curvature outside and inside a Schwarzschild black hole, Hawking radiation, and rotating black holes. We will learn the Big Bang, forms of energy driving the expansion of the universe, and cosmological models. Depending on time (and interest) we may cover gravitational waves. Top of the page |
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PHSX 513: Quantum Mechanics Credits: 3 For teachers of grades 9 - 12 Can quantum mechanics be made SIMPLE? What lies behind wave functions and Schrödinger’s wave equation? How is the microscopic world really put together? Can one explore the peculiar quantum world without resorting to complicated mathematical treatment? 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 quantum wave mechanics. Our course studies the command "Explore all paths" and its consequences. Using hands-on software, you experiment with the quantum world illustrated in Feynman's book. You excise the rules of the quantum mechanics to explain real world observations. On the on-line forum, 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. Without needing equations, you watch the quantum wave function emerging as a natural consequence of the command "Explore all paths. Some comments from teachers 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." Top of the page |
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PHSX 514: Comparative Planetology: Establishing a Virtual Presence in the Solar System Credits: 3 For teachers of grades K - 12 Is there ice on Mercury? Why isn't Pluto a planet? As viewed by the modern astronomer, the Solar System includes more than 100 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 will learn about the "new" Solar System and how to engage their students in the wonder of exploration. Top of the page |
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PHSX 580: Electricity Credits: 1 For teachers of grades 5 - 8 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...
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PHSX 583: The Invisible Universe Online: The Search for Astronomical Origins Credits: 3 For teachers of grades K - 12 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. This course builds upon your existing astronomy knowledge and adds layers of understanding so that you have a deeper appreciation for the multiwavelength universe. In addition, many of our homework activities and discussions focus on teaching course concepts as a method to enhance your deeper understandings of the content. It is not necessary that you teach astronomy at this point in your career, only that you are open to critically thinking about how this content can be best taught to deal with learner misconceptions. Only selected participants will be accepted into this course. We run on a Thu-Wed schedule. Our past teachers/students report devoting 10-15 hours per week to this course. Really, we mean a 10-15 hour commitment! The first few weeks of the course are intense. Basic astronomy/physics principles and content about "light" are covered in depth. During this time, you are also getting used to the schedule, technology, interface of the online course, and building a learning community in your discussion group. Final course grades are calculated based upon on performance in discussion, weekly homework activities, mid-term exam/activity, final exam/activity, feedback loop participation, and course project(s). Included in the time commitment above is the amount of time you will spend online. Expect to be online 10-15 hours per week. If you have a slower modem or slow computer, this time may increase slightly due to increased download times for the highly graphical course content. The majority of your work will entail online reading, interactive web activities, online lab activities, and asynchronous class discussions. All of the static reading (non-animation material) and WebCT content pages are easily printed for those who like to read from paper. This course does use a textbook. However, most of the reading/activities are online. The discussion portion of the course requires you to be present on at least two separate occasions per week. Be aware, discussions can move swiftly and we encourage students to skim for new posts, on average, every other day. If you are unfamiliar with telecommunications or have a relatively slow internet connection, this course may require more of your time. ***BEFORE registering for PHYS583, please visit The Invisible Universe Online public website and review:
Special Thanks:
This course is offered through a partnership between the Montana State University and NASA Spitzer Space Telescope Education and Public Outreach Program. Accordingly, the course materials, feedback surveys, and submitted projects may be shared with the Spitzer Outreach program. Additionally, experiences from this course may be presented at national astronomy and/or education conferences. |
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PHSX 591: Electric Circuits & Magnetism Credits: 2 For teachers of grades 5 - 8 This course is a revision of the previous Electricity - 1 credit course. If you have taken the Electricity course then this course will cover very similar concepts.
This course will be taught as an online, D2L-based course involving significant student/instructor and student/student interaction, student team participation in course homework assignments, and independent study. The time commitment is anticipated to be approximately 11-12 hours per week for eight weeks. Course work will involve a mixture of online discussion, hands-on (lab-type) activities, readings from assigned and independently researched sources, and on-line quizzes. Top of the page |
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PHSX 591: Space Based Observatories Credits: 3 For teachers of grades 9 - 14 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:
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PHSX 591: The Science of Sound Credits: 1 For teachers of grades K - 8 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...
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.
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PHSX 591: The World of Forces Credits: 1 For teachers of grades 4 - 8 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...
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PHSX 591: The World of Motion Credits: 1 For teachers of grades 3 - 8 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…
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PHSX 591: Using Robotics in Lunar Exploration - Buy Materials Credits: 1 For teachers of grades 1 - 12 **NOTE - If you sign up for this section you will be buying the robot on your own, or utilizing your existing robot. If you wish to rent a robot - please sign up for the previous section. 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 can participate in the annual First Lego League robotics competitions held in their state in January or early February. Creating a team is not required but we encourage you to check out the competitions. Top of the page |
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PHSX 591: Using Robotics in Lunar Exploration - Rent Materials Credits: 1 For teachers of grades 1 - 12 **NOTE - If you sign up for this section you will be renting and returning the materials to NTEN. If you wish to purchase your own robot or utilize your existing Robot - please sign up for the next section. 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 can participate in the annual First Lego League robotics competitions held in their state in January or early February. Creating a team is not required but we encourage you to check out the competitions. Top of the page |
