Relevant bibliographies by topics / Physical science

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Physical science'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Physical science"

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Peterson, Ivars. "Physical Science." Science News 139, no. 19 (1991): 303. http://dx.doi.org/10.2307/3975238.

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Peterson, Ivars. "Physical Science." Science News 139, no. 21 (1991): 335. http://dx.doi.org/10.2307/3975479.

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Peterson, Ivars. "Physical Science." Science News 140, no. 15 (1991): 239. http://dx.doi.org/10.2307/3976030.

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Peterson, Ivars. "Physical Science." Science News 144, no. 17 (1993): 271. http://dx.doi.org/10.2307/3977387.

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Pennisi, Elizabeth. "Physical Science." Science News 142, no. 21 (1992): 350. http://dx.doi.org/10.2307/4018047.

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Darius, Jon. "Book Review: Modern Physical Science Illustrated: Album of Science: The Physical Sciences in the Twentieth Century." Journal for the History of Astronomy 22, no. 4 (1991): 326–27. http://dx.doi.org/10.1177/002182869102200409.

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Cox, Scott A. "Retooling Physical Science." Physics Teacher 44, no. 8 (2006): 559–60. http://dx.doi.org/10.1119/1.2362969.

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Mullins, Wayne. "Physical Science Retooled." Physics Teacher 43, no. 8 (2005): 557–58. http://dx.doi.org/10.1119/1.2120395.

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Biyela, Sibusiso, Kanta Dihal, Katy Ilonka Gero, et al. "Generative AI and science communication in the physical sciences." Nature Reviews Physics 6, no. 3 (2024): 162–65. http://dx.doi.org/10.1038/s42254-024-00691-7.

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Stevens, Phillip M. "Physical sciences." Prosthetics and Orthotics International 44, no. 6 (2020): 373–83. http://dx.doi.org/10.1177/0309364620969994.

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In the original edition of Prosthetics and Orthotics International, Dr Sidney Fishman identified what he anticipated as foundational educational needs for the emerging field of clinical prosthetics and orthotics. Within the broader construct of the physical sciences, this included mathematics, physics, chemistry, biomechanics, and material sciences. The clinical application of these disciplines to expanding the collective understanding within the field is described, including the biomechanics of able-bodied and prosthetic gait, the material science of socket construction, the physics of suspension and load distribution, and the engineering of prosthetic components to mimic human biomechanics. Additional applications of the physical sciences to upper limb prosthetics and lower limb orthotics are also described. In contemplating the continued growth and maturation of the field in the years to come, mechatronics and statistics are suggested as future areas where clinical proficiency will be required.
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Dissertations / Theses on the topic "Physical science"

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Bloomfield, Jonathan R. "Soccer : physical characteristics, physical demands of match-play and effective physical conditioning." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5666.

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The overall purpose of this thesis was to examine the physical aspects of high performance soccer. As such, four interrelated studies were designed to pursue this purpose. Each study was designed to overcome certain distinct methodological limitations of previous science and football (soccer) research and build upon existing research. The research designs for each of the four studies were methodologically different and progressed from previous research design incorporating data collected and analysed from text and internet sources, computerised video-analysis of interactive televised material and combined performance and laboratory assessments. In the following section the purpose of each study included in this thesis is provided and the rationale underpinning the selection of each research design is explained. Study 1: Analysis of Age, Stature, Body Mass, BNH and Quality of Elite Soccer Players from four European Leagues For many sports, there are specific physical characteristics that indicate suitability for, or potential to compete in that sport at the highest level. Various anthropometric characteristics of athletes have been shown to be reasonable predictors for participation at the highest level in sports such as swimming (Ackland et al., 1993), basketball, rugby league and American football (Norton and Olds, 2000). Surprisingly, there is no research available exploring these characteristics in soccer, particularly within the elite European soccer. It might well be that the recent changes in demands in soccer( Williams et al., 1999) PhD Thesis 6 Jonathan R- Bloomfield have been accompanied by physical characteristic changes in soccer players that have been of greater magnitude than that of the normal population. This is an important issue because even small changes in these physical characteristics of players could result in a large reduction in the pool of people to draw from in the general population who have the suitable physical characteristics to be successful in soccer (Olds, 2001). Furthermore, the comparison of players in different leagues and in different positions might provide some valuable information regarding the different demands placed on soccer players in different leagues (Reilly et al, 2000a; Rienzi et al, 2000; Strudwick et al., 2002). It is well documented that different positions in soccer constitute various different demands. Such findings suggest heterogeneity in physical characteristics that might be important for success in particular positions in soccer (Strudwick et al., 2002). The first aim of the present study was to investigate whether there are physical differences (age, stature, body mass, body mass index) between players in different positions in four European soccer leagues. This will also provide information into the diversity in playing style as well as the variation in what is being valued in soccer players in the various countries. This results in valuable information for the adaptation of different physical conditioning regimes as well as implications for talent identification (Fisher and Dean, 1998). The second aim of the present study was to assess the quality of the players of each of the four European leagues by surveying their international status, nationality and FIFA world ranking as well as participation in the FIFA World Cup 2002. This will offer information regarding the actual quality of international players within these leagues which, in turn, provides information about which league would be of the highest quality, differences in playing style and player selection. As the four leading European leagues were selected for analysis, the results provide beneficial information concerning the current status and possible future development of European soccer. Study 2: The 'Bloomfield Movement Classification': Motion Analysis of Individual Soccer Players In close relation with the investigation of the physical characteristics of elite level players, it was also aimed to identify the physical demands of performance. Computerised video-analysis was selected as the most appropriate platform to incorporate a study using the time-motion analysis methodology. This involves the notation of various subjectively or objectively chosen modes of motion which are digitally timed throughout the performance. To date, fewer than 8 modes of motion have often been chosen in time-motion investigation in soccer which arguably does not provide a sufficient degree of specificity to detail the physical demands. A high element of performance specificity must be established to elicit a high degree of transfer from competition into a training regime to optimise competitive performance (Henry, 1968; Barnett et al., 1973; Sale and MacDougall, 1981; Rosenbaum, 1987; Morrissey et al., 1995; Hill et al., 1998). The present study outlined a new approach to time-motion analysis through a method involving a greater depth of detail concerning modes of timed-motion, as well as other non-timed movements, directions, intensities, turning and 'On the Ball' categories. The aim of this study was to present a new methodology and establish reliability. The purpose was to provide a new method to perform a more detailed time-motion analysis study in soccer performance to be used in the third study of this thesis. PhD Thesis 8 Jonathan R. Bloomfield Study 3: Physical Demands of Outfield Positions in FA Premier League Soccer. To elicit an enhancement in soccer performance, it is considered important to analyse the physical demands of match-play (Reilly and Thomas, 1976; All and Farrally, 1991a; Hughes, 2003). Time-motion analysis has been used to investigate these demands. However, many limitations exist with previous research, one of which being the range of classifications used in the collection of data- A high degree of performance specificity is desired to improve coaching practices such as physical conditioning (Barnett et al., 1973). To this end, a new time-motion analysis methodology was designed (see Study 2) and aimed at providing a new level of specificity of performance into the physical demands of high level soccer. Also, the majority of soccer-related time-motion analyses have reported macroscopically with total frequency, total duration or total distance covered providing a summary of the overall physical requirements of soccer. As soccer match-play is essentially an intermittent exercise (Bangsbo, 1994e), it is important to progress the knowledge of the physical nature of the sport and further provide a higher level of specific detail. The aims of the present study were to provide detail regarding intermittent patterns of Purposeful Movement (PM) and Recovery (R), performed by players of three different positions (defender, midfielder and striker), to investigate the reoccurrence of bouts of PM and R within selected time phases and finally provide time-motion analysis of the PM using the BMC. PhD Study 4: Effective Conditioning for Soccer Match-Play The interaction of multiple dynamic physical activities often produces a hybrid of physiological and biomechanical stresses. Higher levels of soccer require increased levels of physical fitness through increased demands from high intensity activity (O'Donoghue et al., 2001; Strudwick and Reffly, 2001; Mohr et al., 2003). Therefore, increased ability to perform complex chains of movement skills (agility) in conjuncture with speed (both acceleration and deceleration) and quickness (overcoming inertia) are relative to high level performance (Withers et al., 1982; Bangsbo, 1992; Reilly, 1994a). This occurs through processes of motor learning and physical conditioning with the rules of specificity and overload as key underlying principles.
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Pronger, Brian. "Political power in the science of physical fitness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28041.pdf.

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Hanson, Jill. "FIT science in psychological and physical well-being." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/2544.

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The present programme of research discusses a series of studies which explore the relationships between individual characteristics and well being. The FIT theory (e.g. Fletcher & Stead, 2000a) was used as a framework. It attempts to explain individual’s cognitions and behaviours using two broad dimensions: an ‘Inner’ dimension which details factors used to guide decision making (a cognitive dimension), and an ‘Outer’ dimension which focuses on behaviour. The research explored whether FIT was directly or indirectly related to well being. Initial findings from an exploratory, cross-sectional, study revealed that individuals with greater ‘Inner’ FITness demonstrated significantly lower levels of anxiety and depression. They also perceived their work and personal projects more positively. Individuals with greater ‘Outer’ FITness were found to demonstrate better physical well being. This latter finding was replicated in the second study which explored why individuals with reater ‘Outer’ FITness would demonstrate a significantly lower Body Mass Index (BMI). The results showed that ‘Outer’ FITness did not relate to weight management behaviours, such as controlling calorie intake or regular exercise, measured over a week, via the components of the Theory of Planned Behaviour (e.g. Ajzen, 1991). It was hypothesised that it may instead be underpinned by habitual behaviour. Study 3 explored whether ‘Outer’ FITness could be trained and whether this would impact on habits and BMI. A longitudinal pilot intervention was run which encouraged individuals to Do Something Different in order to change habits and facilitate weight loss. Doing something different did increase ‘Outer’ FITness and this increase had a ‘dose-response- relationship with BMI change – the greater the increase in ‘Outer’ FITness, the greater the decrease in BMI. This was accompanied by changes to dietary and exercise behaviours. A qualitative follow up of a sub-sample revealed that doing something different did facilitate changes to some habitual behaviours but the formation of implementation intention plans was also a significant contributor to weight loss. Further research is required to elucidate the exact relationship between behavioural flexibility, habitual behaviour and weight loss.
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Gould, Paula A. "Femininity and physical science in Britain, 1870-1914." Thesis, University of Cambridge, 1998. https://www.repository.cam.ac.uk/handle/1810/272410.

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Metsios, Ioannis. "Electroluminescence and inorganic phosphor science." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:5856.

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The research is focussed on wide bandgap 11-VI semiconductors, and more specifically on ZnS and CdS, with applications as thin film electroluminescent displays in the expanding display device market. The science of electroluminescent semiconductors and inorganic salt precipitation is combined with a unique, thin film laser processing technique known as laser induced forward transfer or direct writing (the later terminology used mostly in the case of metal films). Zinc sulfide and cadmium zinc sulfide films with a thickness ranging between 70 and 400 nin have been prepared in an aqueous chemical bath, on optically smooth, silica, or silica based, substrates. The chemical bath contained zinc and cadmium chlorides, thioacetamide, and urea, and the most successful combination of concentrations was found to be 2.6 mM, 56.36 mM and 167.71 mM, respectively. The solution was only slightly acidic, with a pH between 5 and 6.5, and a bath temperature of 90 to 92°C (as measured at I cm from the water surface of the bath) was found to be the most efficient. The films were doped with impurities, such as Cu, Ag and Mn in order to achieve specific luminescent characteristics. A KrF excimer laser at 248 nin was used to transfer the films from their original substrate to a new one. The laser pulse was focussed on the chemically deposited films through the back of the transparent silica substrate. The detached film was transported across a gap of 15 µm and attached to the new substrate. A fluence between 0.5 and 0.7 jCM⁻² was found to give the best transfers, and also able to achieve multiple layer transfers over the same area of the target substrate. The transfers were performed in an argon atmosphere of 4x 10⁻² mbar pressure. Ellipsometry and film reflectivity measurements were used to model and determine the film thickness of the chemically deposited films and the values obtained were confirmed by scanning electron microscopy. Ile latter, together with optical microscopy, atomic force microscopy and interferometry were exploited to investigate the structure of the chemically deposited and laser transferred films. It was found that a very thin ZnO film initially adhered to the substrate in the bath, on which the ZnS or CdZnS main film was attached as homogenously grown cluster beads or grown via ion by ion deposition. The homogeneously grown beads had a phase separation, containing the sulfide with the lowest Ksp in the centre, enclosed by highest Ksp sulfides, with the highest one as a shell. The phase separation between CuS and ZnS was also confirmed by extended X-ray absorption fine structure. The elemental composition of the chemically-prepared and laser-transferred films was investigated by energy dispersive X-ray analysis (EDX), inductively coupled plasma mass spectrometry and Raman microspectrometry, while the EDX and Raman methods also helped to confirm the phase separation between US and ZnS. Cathodoluminescence and photoluminescence measurements were employed to investigate the luminescence properties of the films, and the Mn doped films that were annealed at 700°C were found to be the most efficient cathode ray excited phosphors, while the Cu doped phosphors came next in efficiency, performing equally well under an electron or a UV laser beam (from a HeCd laser at 325 rim). Smaller luminescence peaks were also detected in Ag doped films. Transferred films showed similar luminescent properties to their original films, but with lower intensity. Thus the chemical bath deposition and laser transferring were successful, but the methods can be further improved.
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Hilbert, Martin. "Pierre Duhem and neo-Thomist interpretations of physical science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq53764.pdf.

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Pitches, Jonathan. "The psycho-physical actor : science and the Stanislavski tradition." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368355.

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Ó, Maoldomhnaigh Micheál. "Cognitive stage, cognitive style, attitude and physical science option." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406231.

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Marshall, Mark. "Physical interface design for digital musical instruments." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40788.

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This thesis deals with the study of performer-instrument interaction during the performance of novel digital musical instruments (DMIs). Unlike acoustic instruments, digital musical instruments have no coupling between the sound generation system and the physical interface with which the performer interacts. As a result of this, such instruments also lack the direct physical feedback to the performer which is present in an acoustic instrument. In fact in contrast to acoustic musical instruments, haptic and vibrotactile feedback is generally not present in a DMI contributing to a poor feel for the instrument. The main goal of this thesis is to propose ways to improve the overall feel of digital musical instruments through the study and design of its physical interface: the instrument body, sensors and feedback actuators. It includes a detailed study of the existing theory and practice of the design on physical interfaces for digital musical instruments, including a survey of 266 existing DMIs presented since the inception of the NIME conference. From this, a number of differences become apparent between the existing theory and practice, particularly in the areas of sensors and feedback. The research in this thesis then addresses these differences. It includes a series of experiments on the optimal choice of sensors for a digital musical instrument. This is followed by research into the provision of vibrotactile feedback in a digital musical instrument, including the choice of actuator, modification of actuator frequency response, and the effects of response modification on human vibrotactile frequency discrimination. Following this, a number of new digital musical instruments are presented, which were created during the course of this work. This includes an instrument designed specifically to follow the results of research in this thesis and also instruments designed as part of larger collaborative projects involving engineers, composers and performers. Fro<br>Cette thèse porte sur l'étude de l'interaction ayant lieu, en situation de jeu,entre un(e) instrumentiste et un instrument musical numérique (IMN).A l'inverse des instruments acoustiques traditionnels, il n'existe aucun couplageentre le dispositif de production du son et l'interface sur laquelle agit l'instrumentistedans le cas des IMN. L'une des implications de cette observation est que cesinstruments ne procurent pas la rétroaction tactile normalement présente dans lesinstruments de musique traditionels. Par conséquent, les IMN sont souvent perçuspar leurs interprètes comme manquant d'âme, de personnalité.Le but de ce travail de thèse est d'avancer quelques solutions permettant d'insuer un peu plus âme à un instrument musical numérique. Le point focal de larecherche étant l'étude et la conception de l'interface physique (corps de l'instrument,capteurs et dispositifs de rétroaction utilisés) d'un tel instrument.Ce mémoire présente, en premier lieu, une étude détaillée de la théorie et de lapratique actuelles dans le domaine de la conception d'interfaces physiques pour lesIMN. L'inventaire des 266 instruments recensés depuis la création de la conférenceNIME constitue l'un des points majeurs de cette partie du travail. En effet, ce tour d'horizon permet de faire ressortir les incohérences entre théorie et pratique. Cesdifférences sont particulièrement frappantes en ce qui concerne les capteurs et lesdispositifs de rétroaction.Le travail de recherche de cette thèse a donc pour objectif de mieux comprendrecomment réduire ces incohérences. Des expériences portant sur le choix optimaldes capteurs à utiliser dans un IMN ont donc été menées. Différents dispositifs derétroaction vibrotactile ont aussi été étudiés en regardant d'abord quels actuateursutiliser, et en évaluant les effets de la modication de leur réponse en fréquencesur la discrimination fréquentielle de stimuli vibrotactiles chez des sujets humains.Des exemp
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Ngwenya, Nkosinathi Hezekia. "Pre-service science education students’ epistemological beliefs about the nature of science and science teaching and learning." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1377.

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Submitted to the Faculty of Education in fulfilment of the requirements for the degree of MASTER OF SCIENCE EDUCATION in the Department of Mathematics, Science and Technology (MSTE) at the University of Zululand, 2015.<br>This study set out to investigate beliefs held by pre service Bachelor of Education (B.Ed) students about the nature of science and science teaching and learning. The research sample comprised one hundred and eighty four (184) third and fourth year (B.Ed) students majoring in mathematics and physical sciences. Data on students’ epistemological beliefs about the nature of science and science teaching and Learning were collected using two questionnaires: The Nature of Science as Argument Questionnaire (NSAAQ) and Beliefs About Reformed Science Teaching and Learning (BARSTL). Furthermore the study sought to find out if those beliefs cohered with the beliefs espoused by the National Curriculum Statement (NCS) for Physical Sciences grades 10-12. The conceptual framework of this study was framed upon the preponderance of literature that carried the view that a teacher’s classroom practices are a consequence of two main dialectic influences: (a) the teacher’s epistemological beliefs about the nature of science, which may be either naïve or sophisticated; and (b) the teacher’s beliefs about teaching and learning, which may be either traditional or reformed. Accordingly, the conceptual framework guiding the study opined that teachers holding naïve beliefs about the nature of science, and those holding traditional notions of teaching and learning will be characterized by teacher-centred instructional approaches, while those holding sophisticated beliefs of the nature of science and a reformed view of teaching and learning will be associated with learner-centred instructional approaches. This study was a case study conducted at a South African university, and involved one hundred and eighty-four third and fourth year students registered for a four-year Bachelor of Education (B.Ed) degree for the Senior and Further Education and Training phase. During these two final years of the programme students are engaged in science enquiry practices in their Methods modules. The participants were registered in physical science and mathematics education. Intact groups were used, so there was no sampling undertaken to select participants. Data were collected by the use of (a) the Nature of Science as Argument Questionnaire (NSAAQ), to determine epistemological beliefs held by the participants about the nature of science, as well as the concurrence of those beliefs with the views about science teaching and learning espoused by the NCS; and (b) the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire, to determine the beliefs held by preservice education students about science teaching and learning. Data analysis involved the use of both descriptive statistical methods to decipher patterns and general trends regarding the epistemological beliefs about science held by participants, and their beliefs about science teaching and learning, as well as inferential statistics to test both a priori and a posteriori hypotheses. Similarly, statistical analysis was carried out to determine whether or not third- and fourth-year pre-service science education students held beliefs about science teaching and learning that were in agreement with the pedagogical content beliefs about science teaching and learning espoused by the NCS. The study found that pre service students held significantly more sophisticated epistemological beliefs about the nature of science at fourth year than at third year level. The results also showed that fourth year students demonstrated a significantly higher level of ‘reformed oriented teaching and learning beliefs’ about science than did the third year students. The results however showed that third and fourth year students held beliefs that were not in line with the beliefs espoused by the National Curriculum Statement (NCS). These results support studies which have found that student teachers become more sophisticated in their epistemological beliefs towards graduation. The findings also showed that the B.Ed programme is succeeding in developing both epistemological beliefs about the nature of science and teaching and learning. The degree to which the programme succeeded in developing these beliefs was however quite small. This study recommends that further investigations be done to determine whether students who hold sophisticated epistemological beliefs about the nature of science and ‘reformed beliefs about science teaching and learning’ also demonstrate superior science teaching skills
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Books on the topic "Physical science"

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Tillery, Bill W. Physical science. 7th ed. McGraw-Hill Higher Education, 2007.

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Tillery, Bill W. Physical science. McGraw-Hill, 2014.

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Tillery, Bill W. Physical science. 5th ed. McGraw-Hill, 2002.

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Tillery, Bill W. Physical science. Wm. C. Brown, 1991.

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Tillery, Bill W. Physical science. 6th ed. McGraw-Hill, 2005.

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Littell, McDougal, ed. Physical Science. McDougal Littell, 2005.

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1956-, Harris Nicholas, ed. Physical science. Blackbirch Press, 2003.

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Jonathan, Turk, and Turk Amos, eds. Physical science. Saunders College Pub., 1991.

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Jonathan, Turk, and Chang Raymond, eds. Physical science. 2nd ed. Saunders College Pub., 1995.

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W, McLaughlin Charles, Thompson Marilyn, National Geographic Society (U.S.), and Glencoe/McGraw-Hill, eds. Physical science. Glencoe/McGraw-Hill, 2002.

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Book chapters on the topic "Physical science"

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Lessnoff, Michael H. "Physical Science." In The Structure of Social Science. Routledge, 2021. http://dx.doi.org/10.4324/9781003218081-1.

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Westphal, Laurie E. "Physical Science." In Differentiating Instruction with Menus for the Inclusive Classroom Science. Routledge, 2021. http://dx.doi.org/10.4324/9781003234272-6.

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Westphal, Laurie E. "Physical Science." In Differentiating Instruction With Menus Science Advanced-Level Menus Grades 6-8, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003234548-10.

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Westphal, Laurie E. "Physical Science." In Differentiating Instruction With Menus Advanced-Level Menus Grades 3-5, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003234524-7.

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Bunge, Mario. "Physical Science from Physics to Earth Science." In Epistemology & Methodology III: Philosophy of Science and Technology Part I: Formal and Physical Sciences. Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5281-2_3.

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Westphal, Laurie E. "Physical Sciences." In Science Dictionary for kids. Routledge, 2021. http://dx.doi.org/10.4324/9781003237877-6.

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Tripoli, Gregory. "Physical Atmospheric Science." In Handbook of Weather, Climate, and Water. John Wiley & Sons, Inc., 2004. http://dx.doi.org/10.1002/0471721603.ch15.

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Westphal, Laurie E. "Physical Science Menus." In Differentiating Instruction With Menus Advanced-Level Menus Grades K-2. Routledge, 2021. http://dx.doi.org/10.4324/9781003234555-8.

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Westphal, Laurie E. "Physical Science Menus." In Differentiating Instruction With Menus for the Inclusive Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003234296-7.

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Greenspan, Yvette F. "Physical Sciences." In A Guide to Teaching Elementary Science. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-367-4_11.

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Conference papers on the topic "Physical science"

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Kourkoumelis, Christine. "The REINFORCE citizen science project." In The European Physical Society Conference on High Energy Physics. Sissa Medialab, 2024. http://dx.doi.org/10.22323/1.449.0641.

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Blossier, Benoit. "Adversity in life, sharing science." In The European Physical Society Conference on High Energy Physics. Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.234.0362.

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Przybylla, Mareen, and Ralf Romeike. "Physical computing in computer science education." In the 9th Workshop in Primary and Secondary Computing Education. ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670782.

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Przybylla, Mareen. "Physical computing in computer science education." In the tenth annual conference. ACM Press, 2014. http://dx.doi.org/10.1145/2632320.2632336.

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Silva, Iliana. "How an Undergraduate Physical Science Course Influences Elementary Teachers' Longer-Term Intentions to Teach Physical Science." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1895497.

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"The Influence of Physical Education Curriculum Reform on Adolescent Physical Health." In 2020 Conference on Social Science and Modern Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000727.

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Neveu, Jeremy. "LSST and the Dark Energy Science Collaboration." In The European Physical Society Conference on High Energy Physics. Sissa Medialab, 2017. http://dx.doi.org/10.22323/1.314.0045.

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Kuzyaeva, S. E., P. V. CHistov, and A. A. Sorokin. "Physical education." In SCIENCE OF RUSSIA: TARGETS AND GOALS. "Science of Russia", 2019. http://dx.doi.org/10.18411/sr-10-12-2019-43.

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Adams, Jenni, Pat Langhorne, Eleanor Howick, and Esther Haines. "Women in Physical Science in New Zealand." In WOMEN IN PHYSICS: The IUPAP International Conference on Women in Physics. AIP, 2002. http://dx.doi.org/10.1063/1.1505331.

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Behl, Richard, Lisa Martin, and Lora Stevens-Landon. "INTEGRATING EARTH SCIENCE CORE CONCEPTS INTO PHYSICAL AND LIFE SCIENCE CLASSES." In GSA Connects 2024 Meeting in Anaheim, California. Geological Society of America, 2024. http://dx.doi.org/10.1130/abs/2024am-402715.

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Reports on the topic "Physical science"

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Hazi, A. Physical Sciences 2007 Science & Technology Highlights. Office of Scientific and Technical Information (OSTI), 2008. http://dx.doi.org/10.2172/932400.

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Kippen, Karen Elizabeth, James Michael Cruz, Mary Yvonne P. Hockaday, et al. Experimental Physical Sciences Vistas Performance through Science Winter 2017. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1345131.

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Correll, D., and A. Hazi. Physical and Life Sciences 2008 Science & Technology Highlights. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/959069.

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Kippen, Karen Elizabeth. Experimental Physical Sciences, Advancing physics and materials science for problems of national importance. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1212614.

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Jannson, Tomasz P. Tribute to Emil Wolf: Science and Engineering Legacy of Physical Optics. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada426727.

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Glissmeyer, John A. Review of the Physical Science Facility Stack Air Sampling Probe Locations. Office of Scientific and Technical Information (OSTI), 2007. http://dx.doi.org/10.2172/927983.

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Gallardo, Laura, Rafiq Hamdi, A. K. M. Saiful Islam, et al. What the Latest Physical Science of Climate Change Means for Cities. Indian Institute for Human Settlements, 2022. http://dx.doi.org/10.24943/supsv108.2022.

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The 6 th Assessment Report cycle of the Intergovernmental Panel on Climate Change (AR6) comes at a precipitous moment in history. Human influence has warmed the planet, and widespread and rapid impacts are occurring to natural and human systems in all regions of the world. In response, immediate action is needed if there is to be any hope of limiting global warming to 1.5°C or well below 2°C below pre-industrial levels, as well as preparing for and adapting to current and future risks. The transformations needed in response to climate change will require decisive action in cities and urban areas. Cities and urban areas are a major source and driver of emissions; they are also crucial sites for system transitions in the near term and transformations over longer time frames
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Patnaik, Hannah, Andrew London, and Kevin Antshel. Behavioral Science-Based “Nudges” Could Increase Physical Activity among Adolescents with ADHD. Syracuse University Libraries, 2025. https://doi.org/10.14305/rt.lerner.2025.4.

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Mote, Philip W., John Abatzoglou, Kathie D. Dello, Katherine Hegewisch, and David E. Rupp. Fourth Oregon climate assessment report. State of climate science : 2019. Oregon Climate Change Research Institute, Oregon State University, 2019. http://dx.doi.org/10.5399/osu/1159.

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This report, required by state law under HB3543, provides a comprehensive assessment of the state of science of climate change as it pertains to Oregon, covering the physical, biological, and social dimensions. The first chapter summarizes the current state of knowledge of physical changes in climate and hydrology, focusing on the period since the previous Oregon Climate Assessment Report (OCAR3, Dalton et al. 2017); and the second chapter covers the impacts. The second chapter is, verbatim, the Northwest chapter of the Fourth National Climate Assessment (NCA4) which was released by the federal government November 23, 2018. It is available for download separately: https://nca2018.globalchange.gov/downloads/NCA4_Ch24_Northwest_Full.pdf
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Kippen, Karen Elizabeth, Madeline Rowene Bolding, and James Michael Cruz. Physical Sciences Vistas: Perspectives on Excellence in Mission-Focused Science, Technology, and Engineering at Los Alamos Laboratory (Issue 1, 2020). Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1616417.

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