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Cromer (physics, Northeastern U.) exposes the chasm that separates scientists from science educators. He argues that Constructivism makes students slaves of their own subjective opinions, and offers a defense of the knowability of the world, both as an objective reality and as a finite landscape of discovery. He also presents practical suggestions on developing curricula that advance students' understanding in an orderly manner, and shows how physical science offers a new direction for reforming the social sciences. Annotation copyright by Book News, Inc., Portland, OR
Most people believe that science arose as a natural end-product of our innate intelligence and curiosity, as an inevitable stage in human intellectual development. But physicist and educator Alan Cromer disputes this belief. Cromer argues that science is not the natural unfolding of human potential, but the invention of a particular culture, Greece, in a particular historical period. Indeed, far from being natural, scientific thinking goes so far against the grain of conventional human thought that if it hadn't been discovered in Greece, it might not have been discovered at all. In Uncommon Sense, Alan Cromer develops the argument that science represents a radically new and different way of ...
In contrast to Continental Europe, where the Iron Age is abundantly represented by funerary remains as well as by hill-forts and major centres, the British Iron Age is mainly represented by its settlement sites, and especially by houses of circular ground-plan, apparently in marked contrast to the Central and Northern European tradition of rectangular houses. In lowland Britain the evidence for timber round-houses comprises the footprint of post-holes or foundation trenches; in the Atlantic north and west, the remains of monumental stone-built houses survive as upstanding ruins, testimony to the building skills of Iron Age engineers and masons. D. W. Harding's fully illustrated study explores not just the architectural aspects of round-houses, but more importantly their role in the social, economic and ritual structure of their communities, and their significance as symbols of Iron Age society in the face of Romanization.
A thoroughly updated and extended new edition of this well-regarded introduction to the basic concepts of biological physics for students in the health and life sciences. Designed to provide a solid foundation in physics for students following health science courses, the text is divided into six sections: Mechanics, Solids and Fluids, Thermodynamics, Electricity and DC Circuits, Optics, and Radiation and Health. Filled with illustrative examples, Introduction to Biological Physics for the Health and Life Sciences, Second Edition features a wealth of concepts, diagrams, ideas and challenges, carefully selected to reference the biomedical sciences. Resources within the text include intersperse...
Why is there eight times more ice in Antarctica than in the Arctic? Why can you warm your hands by blowing gently, and cool your hands by blowing hard? Why would a pitcher scuff a baseball?Which weighs more-a pound of feathers or a pound of iron? Let science experts Christopher Jargodzki and Franklin Potter guide you through the curiosities of physics and you'll find the answers to these and hundreds of other quirky conundrums. You'll discover why sounds carry well over water (especially in the summer), how a mouse can be levitated in a magnetic field, why backspin is so important when shooting a basketball, and whether women are indeed as strong as men. With nearly 400 questions and answers on everything from race cars to jumping fleas to vanishing elephants, Mad about Physics presents a comprehensive collection of braintwisters and paradoxes that will challenge and entertain even the brainiest of science lovers. Whether you're a physicist by trade or just want to give your brain a power workout, this collection of intriguing and unusual physics challenges will send you on a highly entertaining ride that reveals the relevance of physics in our everyday lives.