Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
13,062
result(s) for
"Science Drawings."
Sort by:
Drawing as a way of knowing in art and science
In recent history, the arts and sciences have often been considered opposing fields of study, but a growing trend in drawing research is beginning to bridge this divide. Gemma Anderson's Drawing as a Way of Knowing in Art and Science introduces tested ways in which drawing as a research practice can enhance morphological insight, specifically within the natural sciences, mathematics, and art. Inspired and informed by collaboration with contemporary scientists and Goethe's studies of morphology, as well as the work of artist Paul Klee, this book presents drawing as a means of developing and disseminating knowledge, and of understanding and engaging with the diversity of natural and theoretical forms, such as animal, vegetable, mineral, and four dimensional shapes. Anderson shows that drawing can offer a means of scientific discovery and can be integral to the creation of new knowledge in science as well as in the arts.--Google Books.
Book
Drawing as a way of knowing in art and science
In recent history, the arts and sciences have often considered opposing fields of study, but a growing trend in drawing research is beginning to bridge this divide. Gemma Anderson’s Drawing as a Way of Knowing in Art and Science introduces tested ways in which drawing as a research practice can enhance morphological insight, specifically within the natural sciences, mathematics and art. Inspired and informed by collaboration with contemporary scientists and Goethe’s studies of morphology, as well as the work of artist Paul Klee, this book presents drawing as a means of developing and disseminating knowledge, and of understanding and engaging with the diversity of natural and theoretical forms, such as animal, mineral and four-dimensional shapes. Anderson shows that drawing can offer a means of scientific discovery and can be integral to the creation of knowledge in science as well as in the arts.
eBook
Drawing for Science Education
This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking--sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader.
eBook
EARLY CHILDHOOD PRE-SERVICE TEACHERS’ READINESS FOR USING DRAWING AS A SCIENCE TEACHING STRATEGY
The use of drawings for science learning helps students to develop communication, modelling, and reasoning skills. Teachers should be trained to use them. This study addresses the readiness (knowledge, confidence and awareness of the importance and usefulness of drawings) of 120 preservice teachers (PSTs) for using teacher-made drawings as a strategy for teaching science, after participating in activities in which they used drawing as a way to represent scientific knowledge. The knowledge of how to draw was analysed by evaluating the presence of interrelated components, mechanisms and phenomena in drawings of the digestive system. Open questions were used to examine three aspects: confidence, awareness of the importance and awareness of the usefulness. Exploratory cluster analyses were also conducted. 69% scored low in knowledge, more than 90% scored high in awareness of the importance and of the usefulness. 28% showed high confidence. No PSTs with high knowledge and low confidence were found. All PSTs with high knowledge showed high awareness of the importance. It is concluded that in order to prepare teachers for using drawings in science teaching, teacher education programs should include the development of drawing skills that could enhance their confidence and awareness of its importance.
Journal Article
Dataset for EARLY CHILDHOOD PRESERVICE TEACHERS' READINESS FOR USING DRAWING AS A SCIENCE TEACHING STRATEGY
Dataset for \"Early childhood pre-service teachers’ readiness for using drawing as a science teaching strategy. Journal of Baltic Science Education, 21(6), 911-927.\"
PST refers to \"preservice teacher\". Four variables were analysed: knowledge, confidence, importance and usefulness. These are the data after examining PSTs' productions (drawings and answers to given questions). See methodology in the corresponding article for more information.
Data Set
Graph partitioning and graph clustering : 10th DIMACS Implementation Challenge Workshop, February 13-14, 2012, Georgia Institute of Technology, Atlanta, GA
Graph partitioning and graph clustering are ubiquitous subtasks in many applications where graphs play an important role. Generally speaking, both techniques aim at the identification of vertex subsets with many internal and few external edges. To name only a few, problems addressed by graph partitioning and graph clustering algorithms are: li>What are the communities within an (online) social network?How do I speed up a numerical simulation by mapping it efficiently onto a parallel computer?How must components be organised on a computer chip such that they can communicate efficiently with each other?What are the segments of a digital image?Which functions are certain genes (most likely) responsible for?The 10th DIMACS Implementation Challenge Workshop was devoted to determining realistic performance of algorithms where worst case analysis is overly pessimistic and probabilistic models are too unrealistic. Articles in the volume describe and analyse various experimental data with the goal of getting insight into realistic algorithm performance in situations where analysis fails. This book is published in cooperation with the Center for Discrete Mathematics and Theoretical Computer Science.
eBook
The eye of the Lynx
Some years ago, David Freedberg opened a dusty cupboard at Windsor Castle and discovered hundreds of vividly colored, masterfully precise drawings of all sorts of plants and animals from the Old and New Worlds. Coming upon thousands more drawings like them across Europe, Freedberg finally traced them all back to a little-known scientific organization from seventeenth-century Italy called the Academy of Linceans (or Lynxes). Founded by Prince Federico Cesi in 1603, the Linceans took as their task nothing less than the documentation and classification of all of nature in pictorial form. In this first book-length study of the Linceans to appear in English, Freedberg focuses especially on their unprecedented use of drawings based on microscopic observation and other new techniques of visualization. Where previous thinkers had classified objects based mainly on similarities of external appearance, the Linceans instead turned increasingly to sectioning, dissection, and observation of internal structures. They applied their new research techniques to an incredible variety of subjects, from the objects in the heavens studied by their most famous (and infamous) member Galileo Galilei—whom they supported at the most critical moments of his career—to the flora and fauna of Mexico, bees, fossils, and the reproduction of plants and fungi. But by demonstrating the inadequacy of surface structures for ordering the world, the Linceans unwittingly planted the seeds for the demise of their own favorite method—visual description-as a mode of scientific classification. Profusely illustrated and engagingly written, Eye of the Lynx uncovers a crucial episode in the development of visual representation and natural history. And perhaps as important, it offers readers a dazzling array of early modern drawings, from magnificently depicted birds and flowers to frogs in amber, monstrously misshapen citrus fruits, and more.
eBook
The Learning Experience
This chapter contains sections titled:
Learning Outcomes
Introduction
Knowledgeable and Practical Learning
Learning Methods
Assessing Learning
Professionals Learning
Conclusion
References
Book Chapter
An abstract drawing from the 73,000-year-old levels at Blombos Cave, South Africa
and depictive representations produced by drawing—known from Europe, Africa and Southeast Asia after 40,000 years ago—are a prime indicator of modern cognition and behaviour
1
. Here we report a cross-hatched pattern drawn with an ochre crayon on a ground silcrete flake recovered from approximately 73,000-year-old Middle Stone Age levels at Blombos Cave, South Africa. Our microscopic and chemical analyses of the pattern confirm that red ochre pigment was intentionally applied to the flake with an ochre crayon. The object comes from a level associated with stone tools of the Still Bay techno-complex that has previously yielded shell beads, cross-hatched engravings on ochre pieces and a variety of innovative technologies
2
–
5
. This notable discovery pre-dates the earliest previously known abstract and figurative drawings by at least 30,000 years. This drawing demonstrates the ability of early
Homo sapiens
in southern Africa to produce graphic designs on various media using different techniques.
A silcrete flake with a 73,000-year-old cross-hatched ochre drawing, from Blombos Cave, South Africa, demonstrates that early
Homo sapiens
used a range of media and techniques to produce graphic representations.
Journal Article
Glucose, not cellobiose, is the repeating unit of cellulose and why that is important
Despite nomenclature conventions of the International Union of Pure and Applied Chemistry and the International Union of Biochemistry and Molecular Biology, the repeating unit of cellulose is often said to be cellobiose instead of glucose. This review covers arguments regarding the repeating unit in cellulose molecules and crystals based on biosynthesis, shape, crystallographic symmetry, and linkage position. It is concluded that there is no good reason to disagree with the official nomenclature. Statements that cellobiose is the repeating unit add confusion and limit thinking on the range of possible shapes of cellulose. Other frequent flaws in drawings with cellobiose as the repeating unit include incorporation of O-1 as the linkage oxygen atom instead of O-4 (the O-1 hydroxyl is the leaving group in glycoside synthesis). Also,
n
often erroneously represents the number of cellobiose units when
n
should denote the degree of polymerization i.e., the number of glucose residues in the polysaccharide.
Journal Article