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I always liked:
"186,000 miles per second -- a law we can live with."

At 05:52 PM 4/10/2008, you wrote:
>Richard, Frank, Steve (Cavrak), and Mitchel  - Thank you so much, 
>for four completely different and interesting sets of ideas!  These 
>are all terrific. I will work them in!
>
>... Would love to have more, too.
>
>I try to start each day with a relevant quote from an important or 
>controversial figure, and use that to build some discussion and 
>comparison of science, humanities, and society.  Like Occam's Razor, 
>which applies to any field.... or "Einstein's Razor," that a theory 
>"should be as simple as possible, but not simpler."   That one's a 
>good reminder to students on writing that there really does need to 
>be some content.
>
>So far, I've also got Feynman, Pauling, Thales, Bacon, and 
>Archimedes, Asimov, Sagan, George Gamow, Rachel Carson.  I give a 
>thumbnail sketch of the person and their significance, trying to 
>make them memorable with a few quirks, so it can help highlight the 
>lesson or spark some discussion, as well as putting some human faces 
>into science.
>
>What other memorable - and quotable - great scientists can you 
>suggest?  Maybe you know some websites with good material...
>
>Thanks again,
>Claudia
>
>
>On Thu, Apr 10, 2008 at 12:30 PM, Richard Levins 
><<mailto:[log in to unmask]>[log in to unmask]> wrote:
>Quick thoughts: what are real mutants like?  How do birds know it is 
>time to migrate? How far can ants see (or other beasts close to the 
>ground)? How long do different kinds of things live? What do plants 
>do in the dark? How can pathologists figure out how long someone was 
>dead? What sicknesses do we share with other animals? Why are there 
>occasional animals born with two heads? Asian cooking now uses hot 
>peppers, tomatoes. But these are American plants. How come?    Best 
>wishes, Dick
>
>
>=========================
>Richard Levins
>
> >>> Frank Rosenthal <<mailto:[log in to unmask]>[log in to unmask]> 
> 4/10/2008 2:57 PM >>>
>Claudia -
>
>
>
>I have to run off to class.  But some topics that come to have the students
>read, write, present and debate about.
>
>
>
>-         New highly efficient vehicles for energy conservation
>
>-         Maglev trains
>
>-         time travel -- fact and fiction
>
>-         physics of mass/individual transportation
>
>-         physics and physiology of running/ bicycle riding
>
>-         perpetual motion - does it work?
>
>
>
>Good Luck!
>
>
>
>Frank
>
>
>
>***************************************
>
>Frank S. Rosenthal, Ph.D.
>
>Associate Professor of Occupational and Environmental
>
>     Health  Sciences
>
>Purdue University School of Health Sciences
>
>550 Stadium Mall Dr.
>
>West Lafayette, IN 47907 USA
>
>tel: 765-494-0812, fax: 765-496-1377,
>
>e-mail: <mailto:[log in to unmask]>[log in to unmask]
>
>***************************************
>
>
>
>  _____
>
>From: Science for the People Discussion List
>[mailto:[log in to unmask]] On Behalf Of Claudia Hemphill
>Pine
>Sent: Thursday, April 10, 2008 2:08 PM
>To: 
><mailto:[log in to unmask]>[log in to unmask]
>Subject: Request for ideas, lesson samples, etc. for teaching writing to
>at-risk students entering science majors
>
>
>
>Hi all,
>
>All of a sudden (yesterday) I've been invited to submit a proposed
>curriculum -- tomorrow afternoon! -- for teaching writing and other
>communication skills to students in my university's summer "Upward Bound
>Math/Science" program.  A writing course syllabus is no problem - but for
>assignment topics and ideas that speak to the Math/Science (and Engineering)
>theme?  I'd love your help, because the 3-week intensive course needs to
>link to:
>
>2008 Theme "EXPLORE motion"
>This year's Upward Bound Math Science summer program will address the
>physics of motions, construction of vehicles or instruments that move, the
>changes of environmental elements in relation to place through movement over
>time, creation of maps depicting places and tracks of motion for
>environmental elements, organisms or humans.
>The theme is the guiding topic to correlate instruction for the participants
>and each course offered should contain an element of the theme.
>
>So, I'm looking for ideas or better yet, inspiring quotes, sample lesson
>plans, resource materials or syllabuses that will help me tie the writing to
>these students' physics (and other science) learning.  I've taught a ton of
>writing skills, especially technical and science writing, to students in the
>contexts of environmental science, ethics, film studies, anthropology, and
>human biology...  but I'm eager for ideas on how to tie into physics and
>engineering of motion.
>
>I want to use Thomas Georges' free online "Analytical Writing for Science
>and Technology" as the main "textbook", because it's fun, short, and focuses
>not on write as a science student, but in the real world, in science or
>engineering jobs.  What I need are sample syllabuses and or lesson plans and
>concepts that could focus directly on this "Science of Motion" theme.
>
>These will be mainly Native American and Hispanic high school juniors and
>seniors whose families are classed as low-income and non-traditional (no one
>with a college degree).  Upward Bound is a longtime (ca. 35 years) U.S. Dept
>of Ed funded program to help get them into college and equipped to stay in,
>and succeed.
>
>The time frame is nuts, and I'm going to be up late sandwiching this in
>between other jobs -- but I'd LOVE to get this job. I not only need summer
>work to keep finishing my diss, these are exactly the students I love to
>teach, the ones our capitalist and class-structured system would happily
>write off.  A great SftP opportunity, if I can get past the Education
>Bureaucrats at the gate...
>
>Any ideas?  Examples? Links?  Emailing me off-list is fine!
>
>Thanks,
>
>Claudia
>