This subject introduces the history of science from antiquity to the present. Students consider the impact of philosophy, art, magic, social structure, and folk knowledge on the development of what has come to be called "science" in the Western tradition, including those fields today designated as physics, biology, chemistry, medicine, astronomy and the mind sciences. Topics include concepts of matter, nature, motion, body, heavens, and mind as these have been shaped over the course of history. Students read original works by Aristotle, Vesalius, Newton, Lavoisier, Darwin, Freud, and Einstein, among others.

In this video segment adapted from the Massachusetts Institute of Technology, a team from the Mechanical Engineering Department studies snail movement for inspiration that may lead to new forms of robotic locomotion.

Featuring slow-motion footage of insects in flight, this video adapted from NOVA explores the engineering challenge of designing a robotic aerial vehicle that flies like a bug.

The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The letters “SAMR” stand for Substitution, Augmentation, Modification, and Redefinition. This article offers an overview of the SAMR Model.

This microcredential is the first in the STEM for Teaching K-6 Mathematics microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate an ability to identify and distinguish STEM models and identify and describe careers in mathematics and careers that utilize mathematics.

This microcredential is the second in the STEM for Teaching K-6 Mathematics microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate they have participated in learning experiences through examination, engagement, and implementation of the Utah Core State Standards for Mathematics and can identify and utilize the Standards for Mathematical Practice.

This microcredential is the third in the STEM for Teaching K-6 Mathematics microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate they have participated in learning experiences to develop pedagogical practices that (a) support student discourse skills needed to authentically communicate in mathematics, (b) use each of the Effective Mathematics Teaching Practices, and (c) integrate mathematics with science, engineering, and technology.

This microcredential is the fourth in the STEM for Teaching K-6 Mathematics microcredential stack. This stack, when completed, meets Requirement Area #3 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate the ability to create effective student-centered learning environments and instruction with authentic connections between science and technology, engineering design, and mathematics.

This microcredential is the first in the STEM for Teaching K-6 Science microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate an ability to identify and distinguish STEM models and identify and describe careers in science and careers that utilize science.

This microcredential is the second in the STEM for Teaching K-6 Science microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate they have participated in learning experiences through examination, engagement, and implementation of the three dimensions of science instruction, Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting concepts (CCCs), including the use of authentic phenomena.

This microcredential is the third in the STEM for Teaching K-6 Science microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate the ability to develop pedagogical practices that help students obtain (a) the disciplinary literacy needed to authentically communicate in science and (b) the skills needed to integrate science with other disciplines.

This microcredential is the fourth in the STEM for Teaching K-6 Science microcredential stack. This stack, when completed, meets Requirement Area #1 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate the ability to create effective student-centered learning environments and instruction with authentic connections between science and technology, engineering design, and mathematics.

This microcredential is the first in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential, applicants demonstrate they have participated in learning experiences through examination and engagement of engineering design and the Science and Engineering Practices (SEPs).

This microcredential is the second in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate and ability to engage in the use of effective technological practices and standards to support engineering design and the Science and Engineering Practices (SEPs).

This microcredential is the third in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate an ability to identify and distinguish STEM models, identify knowledge and skills needed to effectively integrate STEM disciplines, explain research regarding disciplinary literacy, describe how promote appropriate student communication within engineering, and delineate instructional strategies that promote equitable access in STEM.

This microcredential is the fourth in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate the ability to create effective student-centered learning environments and instruction with authentic connections with science and mathematics.

In this episode of UEN Homeroom, Matt and Dani are joined by Shannon Rupert from the Mars Society and Jen Carver Hunter. They share great ways teachers can take advantage of learning opportunities involving the Mars Desert Research Station, right here in Utah!

Add different salts to water, then watch them dissolve and achieve a dynamic equilibrium with solid precipitate. Compare the number of ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values.

This animation adapted from NASA shows the orbital paths of spacecraft in NASA's Earth Observing Fleet that are a source of wide-scale, primary research about Earth.

In this clip from "SciTech Now, see how advancements in technology have taken elections beyond fundraisers, debates, and polling booths.