41. The Science House, NC State University activities will demonstrate the usefulness of website materials for math and 3 junior/seniors)to participate in a colloquy on chaos and fractals to be http://www.science-house.org/whatsnew/archives/whatsnew122000.html

What's New at The Science House December 20, 2000 HAPPY HOLIDAYS FROM THE SCIENCE HOUSE! NEW BOOK AVAILABLE FOR EARTH/ENVIRONMENTAL SCIENCE TEACHERS TEACHER TECHNOLOGY WORKSHOPS FIRST ANNOUNCEMENT OF 2001 CONFERENCE ON OUTREACH FROM UNIVERSITY SCIENCE DEPARTMENTS ... STUDENT RESEARCH PROGRAM ACCEPTING APPLICATIONS FOR SPRING AND SUMMER The Science House Celebrates the Holiday Season We would like to send Season's Greetings to all the teachers, students, and other folks who have spent time with us this year. We wish you the best of luck in the coming year. As for the staff of The Science House, we celebrated the holidays by starting a tradition - bowling! The winner of the evening was Dr. Dave Haase with a score of 181 - followed closely by April Cleveland (167) and Scott Ragan (159). For some holiday chuckles see the pictures New Book Available for Earth/Environmental Science Teachers - Free! The NSF Science and Technology Center for Environmentally Responsible Solvents and Processes is proud to present a new resource for NC Earth/Environmental Science teachers. This collection of activities have been correlated to the objectives of the NC SCS for this newest high school course. The activities were collected from NC WILD, Project WET, Water Sourcebook and SEPUP. The book is FREE and will be available in December to teachers currently teaching Earth/Environmental Science. To receive your copy contact

42. The Science House, NC State University Labs and activities will be shared that are designed for students of all levels 3junior/seniors) to participate in a colloquy on chaos and fractals to be http://www.science-house.org/whatsnew/archives/whatsnew02162001.html

What's New at The Science House February 16 , 2001 HANDS-ON WORKSHOPS FOR EARTH/ENVIRONMENTAL SCIENCE EDUCATORS SUMMER STUDENT RESEARCH PROGRAM ACCEPTING APPLICATIONS TEACHER TECHNOLOGY WORKSHOPS SECOND ANNOUNCEMENT OF 2001 CONFERENCE ON OUTREACH FROM UNIVERSITY SCIENCE DEPARTMENTS Hands on Workshops for Earth/Environmental Science Educators The Science House and the NSF STC on Environmentally Responsible Solvents are sponsoring two sets of workshops for North Carolina Earth/Environmental Science teachers. In both participants will explore learning activities for the new North Carolina Earth/Environmental Science Requirement. Staff of The Science House, NCSU, will lead this workshop. Everyone completing the workshop will receive a FREE copy of The Science House's new publication, Environmental Science: A Collection of Activities for the High School Classroom One of the workshops is being held in conjunction with the 50 th Annual Meeting of the Southeastern Section of the Geological Society of America (SEGSA).See the

43. AMATYC Phoenix - Workshops as well as introduce the phenomenon of chaos and fractals into calculus Participantsin this workshop will discover contextual activities, created for an http://www.amatyc.org/Phoenix/Workshops.html

YOU'RE WANTED... FOR A PERFECT CONFERENCE 28th Annual AMATYC Conference November 14 - 17, 2002 Phoenix, Arizona Workshops The deadline for preconference registration has past. AMATYC 2002 Conference Page Local Conference Website Travel Information ... Phoenix Suns - AMATYC Night Miniprogram: Thursday Friday Saturday Sunday ... Special Events Information for Presenters: Presentation Policy and Fact Sheet Guidelines for Speakers Instructions on How to Do an Internet Presentation Without an Internet Connection A workshop includes active attendee participation, an in-depth treatment of a skill, and significant handouts. Assignments are made on a space available basis, as conference payments are received. Attendees may register for two workshops. The workshops listed as Off-site will be held in a computer lab at City Colleges Center Campus of Phoenix College. All participants should schedule at least 30 minutes each way for travel. The conference program will have a more detailed bus schedule. AMATYC is not responsible for the transportation of anyone who misses the bus. W1 Awesome Activities for Future Teachers Thursday Peter R. Wildman

44. LETRC: Mathematics Resources images. This site has lessons, games, activities, demonstrations andsoftware, all related to fractals and chaos. The http://letrc.lpb.org/curriculum/math.htm

Mathematics Resources A Gallery of Interactive On-Line Geometry : Investigate tiling and other geometry applications. A+ Math : games, flash cards, and homework help for elementary students. Activities for Pi Mathematics The Abacus : The abacus is a calculator whose earliest known use is circa 500 B.C. by the Chinese civilization. Addition, subtraction, division and multiplication can be performed on a standard abacus. Activity Search : Select a subject area and grade level and you will see numerous lesson plans to use in your classroom for grades K-8. Applications of Mathematics 11 and 12 - Integrated Resource Package AskERIC Mathematics Lesson Plans The Awesome Library-Lesson Plans : Hundred of sites for math lesson plans, ranging from elementary to high school level. Brain Teasers A Brief History of Algebra and Computing: An Eclectic Oxonian View : An online article by Jonathan P. Bowen at the Oxford University Computing Laboratory. Biographies of Women Mathematicians CEC Mathematics Lesson Plans Calculus on the Internet Calculus Help : A professor in the Department of Mathematics at the University of Hawaii, authored these notes to help students learn how to use, not just understand, the concepts of calculus. A total of fifteen topics are covered and include max-min problems, exponential growth, and the derivation of Kepler's second law.

45. Jurassic Park with dinocurosity, here are some activities that will not only pique students Askthe students if they are familiar with fractals and the chaos Theory. http://www.challenge.state.la.us/k12act/data/jurassic_park.html

La. Challenge Activities for the K-12 Classroom Jurassic Park by Mary Lacour Subject Area(s): Science Grade Level(s): Topic(s): Dinosaurs, Fossils, Chaos Theory, Fractals, Searching the Internet. Purpose(s) of Lesson: To use the Internet as a tool for doing research To use the Internet as a resource for finding information on dinosaurs To learn how fossils are formed and how they can tell us a story of the earth's past Materials Needed: Internet access: A copy of the novel Jurassic Park by Michael Crichton Strips of construction paper cut 1" X 11" <enough for each student and teacher> Time Required: 2 - 3 class periods Introduction: What do Blockbuster movies, best selling novels, and a top-rated television series have in common? Intriguing plots, celebrities, and DINOSAURS! From a scientific perspective, the resurgence of interest in prehistoric creatures is both positive and negative. On one hand, children are eager to learn about dinosaurs; on the other hand, much of what they learn is inaccurate. Now that your students are abuzz with dino-curosity, here are some activities that will not only pique students' curiosity, but will also teach them scientifically accurate information about prehistoric life on earth. We would like to acknowledge Charlene M. Czernaik for giving us some thoughts and direction on this lesson through her article "The Jurassic Spark", found in the October (1993) issue of

46. Mathforum.org/~stevek/tibks.txt The activities supplement the presentation in mathematics textbooks. Using Programsto Explore the Mathematics of chaos and fractals, Creating Programs to http://mathforum.org/~stevek/tibks.txt

47. Ego: Professional Summary the Internet and the Web, using chaos, fractals, Selforganization Additionally, Iteach and conduct workshops on the governing body for this set of activities. http://www.acs.ohio-state.edu/org/awognet/Ego/prosum.html

Professional Summary of Dr. Egondu Onyejekwe The Ohio State University I. University Technology Services Director of Emerging Technologies - February, 1996 - present II. Center For African Studies President, African Women's Global Network (AWOGNet), 1997 - present Web Address: http://www.osu.edu/org/awognet/ Research Fellow, December, 1995 - present III.University Systems Director Multimedia Services, May 1992-1993 Special Assistant to The Assistant Vice President, January 1991- May 1992 Assistant to The Assistant Vice President, April 1990- December 1990 Programmer Analyst, Financial Applications Development, 1986-1987 Programmer Analyst, Students Application area, April 1985-1986 Ohio Department of Health Information Systems Analyst, Office of Information Systems, 1984-1985 Programmer Analyst 3, Data Services, 1983-1984. Health Planner, Office of Health Planning, 1981-1983 In Summary My varied expertise allows me to teach different courses. I have taught Zoology, Communication, and a wide variety of Technology Literacy Courses at different times. Also I teach and conduct workshops on Information Technologies, again with emphasis on the Internet and the Web. My research and consulting interests are in the areas of "Collaborative Learning Technologies" and "Nonlinear Systems" as exemplified by the Internet and the Web, using Chaos, Fractals, Self-organization, and Complexity models. Inherent in this model is the integrative aspect of interdisciplinarity, and the evolution of new learning structures in the natural and cultural systems defined in today's academy.

48. Aust. Math. Soc. Gazette Vol 22 No 5 can be immediately used to teach a course there are supplementary volumes of activitieswritten by of the underlying notions behind fractals, chaos and dynamics http://www.austms.org.au/Publ/Gazette/Dec95/books.html

Australian Math Society Web Site - the Gazette Book Reviews A One-Dimensional Introduction to Continuum Mechanics Reviewer: Steven Barry Fractals for the Classroom Reviewer: Malcolm Roberts Matlab Primer Reviewer: Ross Brown A ONE-DIMENSIONAL INTRODUCTION TO CONTINUUM MECHANICS A. J. Roberts Publisher: World Scientific, Singapore, 1994, pp. 162, ISBN 981021913X Reviewed by: Steven Barry In 1984, as a second year undergraduate at the University of Adelaide, I was taught a course in continuum mechanics by a young lecturer by the name of Tony Roberts. I remember the course being very clear, well structured and was inspirational enough that this first course lead me to a career in applied mathematics. It is with a certain irony that, eleven years later, I find myself lecturing a course on continuum mechanics and reviewing a book that has as its genesis, the course I saw as a student. Perhaps I should add that this year I successfully used part of this book on one-dimensional continuum mechanics as the introductory part of the course I teach. My only regret being that I didn't use Tony Roberts' text for more of the course. This book is different from many other texts on continuum mechanics which often begin with three-dimensional dynamics and stress-strain tensors. Many of the important concepts of continuum mechanics can be taught using only one-dimensional models which are easier for the student to understand. The transition to higher dimensions is then straightforward.

49. MED 307 One Introduction to fractals and chaos, New York Maletsky, Jurgens, Perciante, Saupe,Yunker fractals for the Classroom Strategic activities Volume One http://136.183.135.100/~math/courses/undergraduate/MED307.html

STATE UNIVERSITY COLLEGE AT BUFFALO Department of Mathematics Request for Course I. Number and Title of Course MED 307 Uses of Technology in the Teaching of Mathematics II. Reasons for Revision We have updated the bibliography and topical outline to better address and reflect the current work in this area. We have also redefined the major objectives of the course in terms of student outcomes. The course continues to serve the following purposes in our program: A. This course instructs pre-service teachers in the use of calculators, computers, software, and other current technical aids available for the teaching of mathematics. The focus is on the effective use of technology to teach the concepts of mathematics. B. This course addresses the growing need for teachers with technical experience, particularly in the use of computers and calculators in mathematics classrooms. This course is intended to meet the recommendations from national organizations that mathematics teachers use technology appropriately and effectively as problem-solving tools. C. This course addresses the current interest of elementary and secondary education students who want experience with mathematics software and with lesson development involving computers and calculators.

50. Points And Angles classroom allows teachers to bring topics, such as chaos and fractals, that generateimages Bob has found that “chaos club” activities allow students http://www.mmcchicago.org/dinners01-02/P&ASep01.html

Points and Angles Online September 2001 Table of Contents: Current Speaker Developing Proportional Reasoning: So Important, So Widely Ignored 2001 NCTM Central Regional Conference Answers to Mathacrostic No. 143, May 2001 ... Points from the Interior Start Visualizing Mathematics in the Heart of the Chicago Loop Robert L. Devaney Although we all know that the Como Inn has made many changes over the past 20 years, nothing could have a much greater impact on MMC than their announcement that they were closing for remodeling. For MMC, it causes a moment of chaos! So, as we embark upon the 2001-2002 year, MMC is going to experience “Adventures in Chaos” at the famous Berghoff Restaurant, which is located in the heart of the Chicago Loop. Robert L. Devaney of Boston University will deliver a talk entitled “The Adventures in the Chaos Club: Online Activities Involving Chaos and Fractals.” Bob’s talk will take us on a journey that will demonstrate a number of different internet-based tools that can be used to introduce topics from contemporary mathematics in both the middle school and high school curricula. All who have heard Robert Devaney speak can tell you how dynamic he is. Bob has given over 1,000 invited lectures in 49 of the 50 United States. He has also lectured on 6 continents worldwide. Robert Devaney has taught mathematics at several universities and he has held the position of chairman of the Department of Mathematics at Boston University. Dr. Devaney has also authored or edited numerous research papers and books, and he has developed software packages designed to teach students at all educational levels about the mathematics underlying captivating images. In addition to all of these individual accolades, he is also the director of the National Science Foundation Institutes and Projects.

51. Computationally-Rich Activities For The Construction Of Math Knowledge - From NE ComputationallyRich activities for the Construction of and parallelism of MicroWorldsbrings chaos theory within fractals are self-similar shapes with finite http://www.stager.org/articles/NECCmath98.html

Computationally-Rich Activities for the Construction of Mathematical Knowledge - No Squares Allowed This paper was published in the proceedings of the 1998 National Educational Computing Conference in San Diego gstager@pepperdine.edu with cannings@pepperdine.edu Abstract The NCTM Standards state that fifty percent of all mathematics has been invented since World War II . (National Council of Teachers of Mathematics, 1989) Few if any of these branches of mathematical inquiry have found their way into the K-12 curriculum. This is most unfortunate since topics such as number theory, chaos, topology, cellular automata and fractal geometry may appeal to students unsuccessful in traditional math classes. These new mathematical topics tend to be more contextual, visual, playful and fascinating than adding columns of numbers or factoring quadratic equations. Logo provides a powerful medium for rich mathematical explorations and problem solving while providing a context in which students may fall in love with the beauty of mathematics. The examples in this paper are intended to spark the imaginations of teachers and explore several mathematical areas ripe for Logo-based investigations. Introduction Many educators equate Logo with old-fashioned turtle graphics or suggest that Logo is for the youngest of children. Neither of these beliefs is true. Although traditional turtle graphics continues to be a rich laboratory in which students construct geometric knowledge, Logo is flexible enough to explore the entire mathematical spectrum. Logo continues to satisfy the claim that it has no threshold and no ceiling. (Harvey, 1982) Best of all, Logo provides a context in which children are motivated to solve problems and express themselves.

52. AMTRAK RESERVATIONS AND MAPQUEST This game is similar to chaos, except the points are http//www.shodor.org/interactivate/activities/gasket/.http//math.rice.edu/~lanius/fractals/sierjava.html. http://www.arches.uga.edu/~eglazer/greenwood/chaos.htm

THE GAME OF CHAOS URL ADDRESS: http://www.mgw.dinet.de/physik/ChaosSpiel/ChaosEnglish.html SITE SUMMARY: This Java based game uses chaos theory to generate the Sierpinski’s Triangle. Play begins with a point placed inside a triangle, and the user simulates a die toss. Depending on the result of the toss, a new point will be constructed halfway between the original point and one of the triangle’s vertices. The process continues until the points start forming a pattern. This exploration can be used to discuss chaos, fractals, probability, and similarity. TOPICS: chaos, fractals, similarity, area of triangle, Sierpinski triangle, probability SUGGESTED LEVELS: geometry (questions 1-4), probability (questions 1-3) DISCUSSION QUESTIONS AND ACTIVITIES 1. Play the game where you have plenty of time. This feature will roll the die one by one. Roll the die several times by clicking on the screen. Describe how the points are being placed on the screen. 2. Go back to the initial page and play the game where you have little time (this means you will be running 100 trials for each click). Click on the screen until you have a total of 2000 rolls. Describe the pattern you see. Start a new game, but start at a point far away from the starting point in your other game. Describe any similarities and differences in the results. 3. Why is the random distribution of points creating this image? Does it matter where you start in the triangle? What happens if you start on the triangle?

53. NSTA - Teachers' Grab Bag fractals explores the art and science behind patterns born linear and nonlinear systems,chaos theory, and a vocabulary list, suggested activities, follow-up http://www.nsta.org/137&c=3

Teachers' Grab Bag: Over $20 Search by Keyword Cost Free Under $20 Over $20 All Type All CD-ROMS Publications Videos Other Materials Most Recent Items From Seed To Seed: Plant Science for K–8 Educators Added April 01, 2003 This online course follows the life cycle of a plant and establishes the foundation for more complex topics in plant biology taught in the second half. Sponsored by the National Gardening Association and University of Vermont, the course is designed for K–8 teachers who include, or are interested in including, botany and gardening in their curriculum. Activities and experiments that address national standards are provided. To register for the $60 course, see learn.uvm.edu/ap/focus/index.html , or contact National Gardening Association, 1100 Dorset St., South Burlington, VT 05403; 1-877-538-7476; 802-863-5251; fax 802-864-6889; www.nationalgardening.com Infusing the Teaching of Critical and Creative Thinking into Secondary Science: A Lesson Design Handbook Added March 31, 2003 These materials for grades 6–12 explain how to develop effective thinkers who generate ideas, clarify them, and determine the validity of competing or complimentary ideas. Included lesson plans show how to relate these critical-thinking skills to scientific study. Purchase handbooks for $46.95 and CD-ROMs for $19.95 through Critical Thinking Books and Software, PO Box 448, Pacific Grove, CA 93950; 831-393-3288; 1-800-458-4849; fax 831-393-3277; www.criticalthinking.com

54. Curriculum Center: Suggestions & Activities Grades Four Through Six By linking to Pi activities , you can measure familiar objects A fractals Unit forElementary and Middle School Students. Activity 6 chaos Game Grades 612. http://henson.austin.apple.com/edres/ccenter/math/sugact4-6.shtml

var wtl_loc = document.URL.indexOf('https:')==0?'https://a248.e.akamai.net/v/248/2120/1d/download.akamai.com/crs/lgsitewise.js':'http://crs.akamai.com/crs/lgsitewise.js'; document.write(""); var SERVER= ""; var ORDER= ""; var INVOICE= ""; var CARTVIEW= ""; var CARTADD= ""; var CARTREMOVE= ""; var CHECKOUT= ""; var CARTBUY= ""; var ADCAMPAIGN= ""; var adname=""; var wtl_loc = document.URL.indexOf('https:')==0?'https://a248.e.akamai.net/v/248/2120/1d/download.akamai.com/crs/lgsitewise.js':'http://crs.akamai.com/crs/lgsitewise.js'; document.write(""); var SERVER= ""; var ORDER= ""; var INVOICE= ""; var CARTVIEW= ""; var CARTADD= ""; var CARTREMOVE= ""; var CHECKOUT= ""; var CARTBUY= ""; var ADCAMPAIGN= ""; var adname=""; Shortcuts Members Almanac Space Science Help Apple Education Learning Series Login Online Course Login ALI Learning Resources Browse Resources Curriculum Center: Mathematics Grades Four Through Six Objectives (will differ for you depending upon grade and ability level of your students) For you: To offer you teaching resources to enhance regular curricular studies.

55. Mathematics Across The Curriculum: Disciplines: Art: Art 100: Report The intent is to Provide basic activities in visual production has proven invaluable,is John Briggs, fractals The Patterns of chaos , Discovering a http://www.unr.edu/mathcenter/mac/disciplines/art/100/delappe.report.html

Home History Funding Disciplines ... Reform Art 100: Report July 30, 1996 From: Joseph DeLappe Digital Media Studio To: Jerry Johnson Director, Math Center Fractals Fractals: Aesthetic Void or Paradigm Shift? When approached about incorporating math into my studio art classes, I was initially quite skeptical. This prejudice was only reinforced when it was suggested that we explore fractal geometry in my visual foundations or digital media classes. The mere mention of computer generated fractals conjured up recollections of some of the least interesting, decorative, and aesthetically questionable utilizations of digital imaging ever created. However, this initial skepticism was balanced by a genuine interest in being involved in a project dedicated in part to building greater emphasis on an interdisciplinary approach to higher education. As such, I set out to research fractal imaging and develop a pedagogical strategy for incorporating such "hard mathematics" into my classes. The primary challenge from my point of view being to find a way to use math as a subject in such a manner that it would enhance the students capabilities in their understanding and practice of the visual arts. I was not at all interested in simply addressing mathematics without somehow tying the subject into the content of my courses. Art 100 Visual Foundations Initially I focused my attention on developing a studio project to be included in the core curriculum introductory art class, Visual Foundations. This seemed to be the logical class for such an experiment; I have approached this course as an interdisciplinary introduction to studio practice and critical understanding of the visual arts. The course is meant to Provide a foundation for later explorations of studio art in the various discipline areas offered through the department of art, including: Photography/Video, Sculpture, Drawing, Painting, Printmaking, Ceramics, Digital Media and Performance Art. The class is designed to reflect the diversity of the department, projects, readings, lectures and discussions include exposure to a wide variety of creative possibilities. The intent is to Provide basic activities in visual production while at the same time providing a framework for considering the history and context of contemporary art practice.

56. Additional Resources Both of these sites relate to the activities of the Number Sense Research Group atthe to resources from the history of mathematics to fractals and chaos. http://www.mpt.org/learningworks/teachers/numbers_alive/resources.html

Additional Resources SURFING THE 'NET There are an incredible wealth of web sites related to mathematics on all levels. Here are some to get you started. For the most recent data, use your favorite search engine and enter terms like "mathematics education," "numbers sense," "kid's math," etc. to find the most recent entries. For Teachers http://www.pbs.org/mathline This is the site of PBS's innovative professional development site for mathematics teachers in elementary and middle grades, with an abundance of classroom resources and feedback from other teachers throughout the country. http://enc.org This is the homepage for the Eisenhower National Clearinghouse, a wealth of mathematics and science information, with extensive links to other Internet resources. Each month, 13 outstanding math and science sites are singled out for the spotlight in "The Digital Dozen." http://www.doe.mass.edu/frameworks/archive/math96/Mathnumsense.html A great nugget of individualized information from teachers using exemplary practices to teach number sense. Although all related to Massachusetts math curricula, the ideas and activities can probably spark some ideas that relate to your work. http://tiger.coe.missouri.edu/~barb/number.html

57. Stand-Alone Supplemental Books For The TI-83/TI-83 Plus ISBN 1895997-11-9 . fractals and chaos; Mathematics and Meaning. Includespractice activities to try on your own. 24 pages, Softcover. http://www.comcal.net/www.ti.com/calc/docs/ref83.htm

These publications contain material relating to Texas Instruments products. You can order these materials directly from the publisher . To add to this list, please write to us through our feedback form , or send email to ti-cares@ti.com. Discussion Groups: Workbooks, Videos, etc. TI-83 TI-83 Plus Stand-Alone Supplemental Books for the TI-83/ TI-83 Plus Graphing Calculator Activities for Enriching Middle School Mathematics. Browning, Christine A. and Dwayne E. Channell. Texas Instruments. ISBN: 1-886309-15-9. Math and Science in Motion: Activities for Middle School. Brueningsen, Chris; Elisa Brueningsen, and Bill Bower. Texas Instruments. ISBN: 1-886309-13-2. Modeling Motion: High School Math Activities with the CBR. Antinone, Linda; Sam Gough, and Jill Gough. Texas Instruments. ISBN: 1-886309-14-0. Statistics Handbook for the TI-83. Morgan, Larry. Texas Instruments. ISBN: 1-886309-07-8. Time, Value, Money: Applications on the TI-83. Hofmann, Charles and Roseanne Hofmann. Texas Instruments. ISBN: 1-886309-09-4. AP Calculus with the TI-83.

58. TEACHER SITES used by students for hands on math activities and information of Benoit B. Mandelbrotand the Geometry of chaos. students take a look at fractals and realizing http://academic.evergreen.edu/o/obrsus14/middleteachers.htm

59. Venture Publishing Graphing Calculator Resource Materials AP Introduction to fractals and chaos. fractals and chaos is an exploration of discretedynamical systems, using TI82 Graphing activities for Middle School. http://www.vent-pub.com/toc.html

60. Venture Publishing - Graphing Calculator Books And More - New fractals and chaos is an exploration of discrete dynamical of some of the applicationsof chaos theory in the This new book contains 35 activities designed to http://www.vent-pub.com/newitems.html

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