Many teachers are confused about how to implement the phenomena-based teaching recommended by the "Next Generation Science Standards" (NGSS Lead States 2013). This article describes one possible approach--purposely repurposing existing activities. This process involves having teachers: (1) Choose a phenomenon that informs the development…

In this article Campbell and Neilson discuss several design strategies developed or adopted that were found particularly helpful when sequencing a unit that focused on learning about motion and acceleration. Students were expected to predict, observe, and explain why a ball traveled down one ramp faster than the other. Before engaging students,…

Examples of equilibrium are evident everywhere and the equilibrium rule provides a reasoned way to view all things, whether in static (balancing rocks, steel beams in building construction) or dynamic (airplanes, bowling balls) equilibrium. Interestingly, the equilibrium rule applies not just to objects at rest but whenever any object or system of…

If you are an athlete or sports enthusiast, you know that every second counts. To find that 1-2% improvement that can make the difference between 1st and 5th place, sport biomechanists use science to investigate sports techniques and equipment, seeking ways to improve athlete performance and reduce injury risk. In essence, they want athletes to…

Discussed is the idea that models should be taught by emphasizing limitations rather than focusing on their generality. Two examples of gas behavior models are included--the kinetic and static models. (KR)