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THE CENTER for Curriculum Materials in Science (CCMS) and the Technology Enhanced Learning in Science (TELS) Center promote the design of curriculum materials and technology tools that help students develop an understanding of important connections among science ideas and the inclination and ability to use those ideas to make sense of the world. Researchers(More)
DOI: 10.1187/cbe.03-10-0016 *Corresponding author. Email address: mkoppal@aaas.org. A modern understanding of the cell and its functions has been translated into learning goals for K-12 students by Project 2061’s Benchmarks for Science Literacy (American Association for the Advancement of Science [AAAS], 1993) and by the National Research Council’s National(More)
Constructive Interference (CI) phenomenon has been exploited by Glossy, a mechanism for low-latency and reliable network flooding and time synchronization for wireless sensor networks. Recently, CI has also been used for other applications such as data collection and multicasting in static and mobile WSNs. These applications base their working on the high(More)
Dr. Jo Ellen Roseman and Mary Koppal, from the American Academy for the Advancement of Science (AAAS), discuss how brain science fits into national classroom curricula. While recommendations published by AAAS, the National Research Council, the Society for Neuroscience, and the College Board all include standards relating to the brain, what students(More)
Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we(More)
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