2009
DOI: 10.1016/j.jasms.2009.07.008
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J. J. Thomson goes to America

Abstract: (J. J.) Thomson was an accomplished scientist who helped lay the foundations of nuclear physics. A humble man of working class roots, Thomson went on to become one of the most influential physicists of the late 19th century. He is credited with the discovery of the electron, received a Nobel Prize in physics in 1906 for investigations into the conduction of electricity by gases, was knighted in 1908, and served as a Cavendish Professor and Director of the laboratory for over 35 years from 1884. His laboratory … Show more

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Cited by 3 publications
(4 citation statements)
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“…Like others in Britain, J. J. was shocked by the news. He had sailed safely to North America three times earlier . His last voyage had taken place less than 3 years prior to the sinking of the Titanic.…”
Section: A Tale Of Two Sinkingsmentioning
confidence: 99%
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“…Like others in Britain, J. J. was shocked by the news. He had sailed safely to North America three times earlier . His last voyage had taken place less than 3 years prior to the sinking of the Titanic.…”
Section: A Tale Of Two Sinkingsmentioning
confidence: 99%
“…He had sailed safely to North America three times earlier. [2] His last voyage had taken place less than 3 years prior to the sinking of the Titanic. This trip, in 1909, was to open the 29th meeting of the British Association for the Advancement of Science (BAAS) in Winnipeg, Canada [3] as its President.…”
Section: A Tale Of Two Sinkingsmentioning
confidence: 99%
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“…This can lead instructors to learn from, and use, resources like textbooks to teach the material to a greater extent compared to other content in General Chemistry. In addition, for these experiments, there are a large number of instructional resources beyond the textbook or eText that instructors can consult, including Web sites and computer simulations. Of course, there are also historical accounts in books and articles. This topic is also novel because its learning objectives and accompanying assessments may not be well-defined compared to other topics in the course. For example, the representative learning objective to “describe the experiments that led to the discovery of the electron and its charge” is more open-ended and subject to interpretation by the teacher compared to an objective like “calculate the density or molar mass of a gas using the ideal-gas equation.”…”
Section: Introductionmentioning
confidence: 99%