Muehl Biology Resume
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Timothy Muehl is an experienced biology and anatomy instructor seeking a teaching position. He has over 30 years of experience teaching introductory biology, anatomy, physiology and other biology courses at both the high school and college levels. His education philosophy focuses on practical learning to help students succeed academically and professionally. He is skilled in developing engaging lectures, labs and other materials to explain complex topics.
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Taught biology to socioeconomically disadvantaged students of varying levels of content
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CONTENT OUTLINE
INTRODUCTION
MAIN OBJECTIVES
SALIENT FEATURES
MATERIALS PRODUCED
MERITS
DEMERITS
PHILOSOPHY BEHIND HPP
Physics is for everyone.
A coherent selection within physics is possible.
Doing physics goes beyond physics.
Individual require a flexible course.
A multimedia system simulates better learning.
The time has come to teach science as one of the humanities.
Physics course should be rewarding to take.
Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
CONCEPTS OF MOTION
MOTION IN THE HEAVENS
THE TRIUMPH OF MECHANICS
LIGHT AND ELECTROMAGNETISM
MODELS OF THE ATOM
THE NUCLEUS
MATERIALS PRODUCED
Textbook (Project Physics Text)
Tests
Handbook
Students Guide
Brief film loops
Student laboratory manual
CONCLUSION
The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970s.
The adaptability of the materials would allow teachers incorporate new
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Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...
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The study was focused on Physics teachers perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled Ethnoscience Learning Experience for Physics Teaching Questionnaire with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
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Implemented differentiated instruction in every class to meet individual learning needs.
Generated reports on test readiness and course progress using collected data.
Maintained open communication with students, parents, and administration regarding grades, behavior, and upcoming events.
Led laboratory activities. Ensured all laboratory testing was conducted safely, accurately, and
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The Nuffield science teaching projects were initiated in the UK in 1962 to develop new teaching materials for biology, chemistry, and physics for students aged 11-16. The projects aimed to make science more accessible and applicable, encourage curiosity, and emphasize experimentation over memorization. The materials developed included textbooks, teachers' guides, films, and objective-based tests. Courses were organized around four themes and examined students using various question types beyond simple factual recall. Projects were also created for Nuffield physics, chemistry, and biology at different education levels. The goals were to present science as a logical whole and build courses around fundamental concepts.Audrey Paul resume 2016
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The document outlines the K-12 Science Curriculum Guide for the Philippines' Department of Education. It presents the conceptual framework, which aims to develop scientific literacy to prepare students to make informed decisions. The curriculum integrates science, technology, and society, and promotes skills like problem-solving, environmental stewardship, and effective communication. It is designed to develop scientific and technological literacy through understanding concepts, performing processes, and demonstrating scientific attitudes and values. The curriculum covers concepts in life science, physics, chemistry, and earth science from K-3 to grades 10-12 in spiral progression.MARINO IUP MS Degree 1995
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The Nuffield Science Teaching Project was a curriculum initiative launched in 1961-1962 in England by the Nuffield Foundation to improve science education. The project developed new teaching materials for biology, chemistry, and physics for students ages 11-16, and later expanded its materials to other levels. The materials emphasized hands-on learning through experimentation and inquiry. They gave teachers flexibility to adapt the materials to meet students' needs. The goal was to make science more accessible, useful, exciting, and relevant to students of all kinds. The project influenced later curriculum development and defined the United Kingdom's National Curriculum.online assignment
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The document summarizes the Nuffield Science Projects, which were established by the Nuffield Foundation in the UK to improve science education. It discusses the objectives of making science accessible to all students and emphasizing hands-on learning. It provides details on the Nuffield Physics, Chemistry, and Biology projects, which developed new curriculum materials and assessment approaches. The projects resulted in about 20% of UK schools adopting the new science programs, with materials also being translated internationally.Science Curriculum in Korea: Suggestions for Next Revision
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The document discusses the science curriculum in Korea and suggestions for its next revision. It provides background on Korea's centralized education system and the typical structure of science courses from grades 3-12. It then reviews the history of revisions to the science curriculum since 1946, occurring approximately every 5-6 years. The current 7th revision focuses on relationships between primary, middle, and high school, includes more topics and less content, and differentiates courses. However, problems have emerged like too frequent revisions, difficulty implementing differentiation, and students avoiding science. Suggestions for the next revision include securing more time for experiments, a long-term development process, and an inquiry-based curriculum.Resume
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The Nuffield Science Teaching Project sought to modernize science education for students ages 5 to 18 through new courses in biology, chemistry, physics, mathematics, and junior science. It emphasized hands-on practical work and teaching science as an inquiry process. The Science-A Process Approach (SAPA) program similarly focused on developing students' understanding of science processes over memorization of facts. An evaluation of SAPA found it improved students' skills in cognitive science processes and teachers' understanding of science processes, though had no impact on students' content knowledge. Claudia Maria Mazzanti: Living biological systems at school
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The document describes a research-based science curriculum designed by the author for middle school students aged 11-14 in Italy. The curriculum involves hands-on projects with living biological systems, including establishing an aquarium and breeding stick insects and silkworms. The projects aimed to improve student motivation and understanding of science concepts. Feedback from students indicated the hands-on learning helped improve their knowledge, confidence, and interest in science subjects.Sci campmeeting
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This document provides information about the 5th Grade Science Camp at Arrowhead Ranch located in the San Bernardino Mountains. The camp sits on 12 acres of forested land and offers dorm style rooms along with staff that have extensive experience and training. Students will participate in a hands-on, three-day program focused on life science, earth science, and conservation through hiking, experiments, and group activities while being divided into co-ed trail groups and separate living quarters. The camp aims to reinforce key science standards through an engaging outdoor experience.Harvard Project Physics Curriculum (HPP)
Harvard Project Physics Curriculum (HPP) RIE
油
CONTENT OUTLINE
INTRODUCTION
MAIN OBJECTIVES
SALIENT FEATURES
MATERIALS PRODUCED
MERITS
DEMERITS
PHILOSOPHY BEHIND HPP
Physics is for everyone.
A coherent selection within physics is possible.
Doing physics goes beyond physics.
Individual require a flexible course.
A multimedia system simulates better learning.
The time has come to teach science as one of the humanities.
Physics course should be rewarding to take.
Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
CONCEPTS OF MOTION
MOTION IN THE HEAVENS
THE TRIUMPH OF MECHANICS
LIGHT AND ELECTROMAGNETISM
MODELS OF THE ATOM
THE NUCLEUS
MATERIALS PRODUCED
Textbook (Project Physics Text)
Tests
Handbook
Students Guide
Brief film loops
Student laboratory manual
CONCLUSION
The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970s.
The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
HPP is a course that altered how all future science curriculums would be
developed.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
油
The study was focused on Physics teachers perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled Ethnoscience Learning Experience for Physics Teaching Questionnaire with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Aug 28-31-2018-grade-8
Aug 28-31-2018-grade-8Virgilio Paragele
油
This document outlines a lesson plan on earthquakes and faults for an 8th grade science class. The objectives are for students to understand the relationship between earthquakes and faults, and to make decisions about building structures based on fault locations. The content will focus on earthquakes and faults from the science textbook and additional materials. Students will perform an activity on tsunamis and analyze how earthquakes at sea can cause tsunamis. They will discuss the immediate effects of earthquakes on humans and do an earthquake drill. The lesson aims to help students generalize that earthquakes can destroy lives through different events.Online assignment saranya
Online assignment saranyaSaranya S Varadarajan
油
This document discusses correlating the teaching of physical science with history and geography. It begins by explaining that science should not be taught in isolation and benefits from connections to other subjects. It then provides examples of how physical science correlates with geography, such as instruments used in both subjects and how scientific principles relate to topics in geography. Examples are also given of how physical science interconnects with historical events and figures, such as scientists who received patronage from rulers and how scientific discoveries occurred alongside important time periods. The document concludes that education works best when connections between subjects are emphasized to give students a comprehensive understanding.Viewers also liked (16)
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El documento habla sobre los factores ambientales laborales y sus efectos en los trabajadores. Explica que aspectos como el ruido, iluminaci坦n, temperatura, dise単o de los espacios de trabajo y relaciones interpersonales afectan el rendimiento, estr辿s y satisfacci坦n de los empleados. Adem叩s, recomienda que para lograr mayor eficacia en el desempe単o laboral es necesario considerar estos aspectos ambientales y f鱈sicos del entorno de trabajo.
Brief reviews and photos of innovative audience engagement
Brief reviews and photos of innovative audience engagementMichael Holland
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VORTEX, led by artistic director Michael Holland, presented an ambitious performance exploring the themes of Ballet m辿canique through new media art installations and interactive robotics. The performance included life-sized projections of iconic images from Ballet m辿canique that audience members could interact with one-on-one using props. There were also interactive robotic sculptures in the plaza before the concert. The performance celebrated the legacy of pioneers in synchronized music and spread spectrum technology like Antheil, Lamarr, and others. It partnered with various groups including the Vanderbilt School of Engineering and French cultural organizations.C++ students social studies games evaluation (1)
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This document evaluates two social studies games - the 7 Hat Challenge from Scholastic and Colonial Williamsburg's Kids Zone. For each game, it describes the key features and screens. It then provides a rubric to rank each game on criteria like ease of use, accuracy of information, developmentally appropriateness, and alignment to curriculum standards. For the 7 Hat Challenge, the rubric ranks it highly on most criteria except for saving student work and having separate user portals. For Kids Zone, it provides high ranks for having separate user portals and delivering content simply, but lower ranks for assessment materials and saving student work.
Saint george
Saint georgeIvonneperdi
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The king held a lottery to choose a husband for the princess, with the knight winning the number associated with the princess. A dragon then kidnapped the princess and took her to its cave, threatening to eat her. The knight heard the princess' calls for help and entered the cave, killing the dragon. From the dragon's blood grew a red rose.
Uso de las tics en la educacionLondys Tapias
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El documento discute el uso de las tecnolog鱈as de la informaci坦n y la comunicaci坦n (TIC) en la educaci坦n. Explica que las TIC pueden ser una gran ayuda tanto para maestros como estudiantes, permitiendo enriquecer el proceso de ense単anza-aprendizaje de una manera m叩s f叩cil y divertida. Tambi辿n destaca que las TIC han cambiado la forma de ense単ar de los maestros y aprender de los estudiantes, y que ofrecen recursos como entornos virtuales e internet que permiten desarrollar la creatividad e
9658355Giuliana Chaves
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1) O documento descreve as adapta巽探es dos cet叩ceos para a vida aqu叩tica e classifica-os em tr棚s subordens: Archaeoceti (extintos), Mysticeti (baleias que se alimentam por filtragem) e Odontoceti (botos e golfinhos que se alimentam de peixes e cefal坦podes).
2) A autora analisa as caracter鱈sticas dos cet叩ceos como morfologia, reprodu巽達o, distribui巽達o, comunica巽達o e amea巽as.
3) O objetivo 辿 observar as adapta巽探es dos cet叩ceos para
Investigaci坦n formal de mi temaRebeca Santiago
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En el siguiente art鱈culo se da a conocer la importancia de la arquitectura sustentable y como es que esta esta relacionada con la econom鱈a, la sociedad y el medio ambiente.
Transportadores de la glucosaAlexis De la Cruz
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El documento describe la gluc坦lisis y los transportadores de glucosa (Glut). La gluc坦lisis es la ruta bioqu鱈mica principal para descomponer la glucosa en componentes m叩s simples dentro de las c辿lulas. Existen cinco isoformas de Glut que facilitan el transporte de glucosa a trav辿s de las membranas celulares a 坦rganos y tejidos espec鱈ficos. El piruvato producido al final de la gluc坦lisis puede seguir dos rutas, la fermentaci坦n o la oxidaci坦n, dependiendo de si hay presencia de ox鱈geno.
MdSURELYS VIDAL
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Este documento presenta varios modelos de evaluaci坦n curricular, incluyendo el modelo de Tyler orientado a objetivos, el modelo CIPP de Stufflebeam centrado en la toma de decisiones, el modelo sin referencia a objetivos de Scriven, el modelo basado en cr鱈tica art鱈stica de Eisner, y los modelos de Stake, Parlett y Hamilton, y McDonald enfocados en respuestas sensibles, iluminaci坦n, y democracia respectivamente. Cada modelo se describe brevemente con sus caracter鱈sticas principales y el enfoque de la evaluaci坦n.Similar to Muehl Biology Resume (20)
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Muehl Biology Resume
- 1. Timothy Muehl 6749 Stillmead Dr. Dayton, OH 45414 937-260-7080 tbmuehl@yahoo.com OBJECTIVE To teach Introductory Biology, Introductory Anatomy and Physiology, Biology in Sports and Nutrition with both lecture and laboratory components for allied health majors EDUCATION PHILOSPHY My philosophy of education is to prepare the student with practical and necessary information to develop academic success and to prepare the student for the next level of their collegiate education. By the completion of my course(s) students should understand complex activities on both the theoretical and practical level so they can apply them to their life experiences as well as academically. EXPERIENCE Biology I and II, Introductory Biology and Anatomy and Physiology 1989-2011 Florida Southwestern State College (formerly Edison State College) Instructing Biology and Anatomy and Physiology for students with a major in nursing, physical therapy, EMT and dental hygiene. Instruction of pre-nursing students in prerequisite introductory biology. Preparing lectures, laboratories, discussions, activities and exams Dual Credit College Biology, Advanced Placement Biology, Anatomy Honors and 1998-2013 Charlotte High School Instructing Dual Credit Biology classes in conjunction with Florida Southwestern State College, Anatomy & Physiology honors and advanced placement biology classes. Preparing lectures, activities, directed reading activities, laboratories, discussions and exams. Responsible for ordering and maintaining inventory for the laboratories. Biology, Anatomy Honors and College Biology 1987-1998 Cape Coral High School Instructing advanced placement biology classes, anatomy Honors and college biology classes in a high school setting. Preparing lectures, activities, directed reading activities, laboratories, discussions and exams. Responsible for ordering and maintaining inventory for the classes.
- 2. Regents Biology and Regents Earth Science 1985-1987 Parishville Central School Instructing NYS Regents biology class and earth science class. Preparing lectures, activities, directed reading activities, laboratories, discussions and exams. Responsible for ordering and maintaining inventory for the classes. Having greater than 75% passing rate on the biology and earth science regent exams EDUCATION State University of NY at Potsdam Master of Science in Biology Education, 1985 Certi鍖ed in Biology and Earth Science State University of NY at Oneonta Bachelors of Science in Biology Education, 1980 Certi鍖ed in Biology and Chemistry CERTIFICATION Southern Association of Colleges accreditation to teach Biology and Anatomy 1989-2011 through Florida Southwester State College (Formerly Edison State College is Southwest Florida) Florida Teaching Certi鍖cation Professional Contract 2013 Certi鍖ed in Biology, Chemistry and Middle School New York State Certi鍖cation Permanent Certi鍖cation in Biology and Chemistry 1985 High School and Middle School. SKILLS Extremely pro鍖cient using Microsoft Word, PowerPoint, to prepare custom lectures, worksheets, activities and laboratories Preparing multiple activities customized for the course and topic at hand. Use of a variety of multimedia presentation tools in the class ex. original video productions, white board and promethean board for many activities Very adept of using the textbook and supplied instructor activities and exam generators. Developing schedules to complete the requisite material in a timely fashion. Developing multiple review techniques and instructing students how to become a self- suf鍖cient learner Developing Reading in the Content Area Activities to make the student a more effective and self-suf鍖cient reader