In this JAVA-based interactive modeling activity, students are introduced to the concepts of mass balance, flow rates, and equilibrium using a simple water bucket model. Students can vary flow rate into the bucket, initial water level in the bucket, and residence time of water in the bucket. After running the model, the bucket's water level as a function of time is presented graphically and in tabular form.

This video examines the global perspective of materials. It looks that the difference between reserves and resources and considers the question of "running out" of materials.This video part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

This video explains what is meant by a materials life cycle framework. It describes what happens at each step in the life cycle and why designers should consider the life cycle in the design process. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

This video examines the use of life cycle assessment methods as an aid to the design process. It introduces three methods: full life cycle assessment, streamlined life cycle assessment, and economic input-output life cycle assessment. The advantages and limits of each stated. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

What can we learn from nature's designs for sustainability? This video compares nature's methods with the industrial era methods of design. It recommends a design strategy based on the connection or relationship between things as a means to achieve transformative innovation for sustainability. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

Students investigate the materials properties such as acoustical absorptivity, light reflectivity, thermal conductivity, hardness, and water resistance of various materials. They use sound, light and temperature sensors to collect data on various materials. They practice making design decisions about what materials would be best to use for specific purposes and projects, such as designing houses in certain environments to meet client requirements. After testing, they use the provided/tested materials to design and build model houses to meet client specifications.

Clinical evidence has shown that physical exercise during pregnancy may alter brain devel- opment and improve cognitive function of offspring. However, the mechanisms through which maternal exercise might promote such effects are not well understood. The present study examined levels of brain-derived neurotrophic factor (BDNF) and absolute cell num- bers in the hippocampal formation and cerebral cortex of rat pups born from mothers exer- cised during pregnancy. Additionally, we evaluated the cognitive abilities of adult offspring in different behavioral paradigms (exploratory activity and habituation in open field tests, spatial memory in a water maze test, and aversive memory in a step-down inhibitory avoid- ance task). Results showed that maternal exercise during pregnancy increased BDNF lev- els and absolute numbers of neuronal and non-neuronal cells in the hippocampal formation of offspring. No differences in BDNF levels or cell numbers were detected in the cerebral cortex. It was also observed that offspring from exercised mothers exhibited better cognitive performance in nonassociative (habituation) and associative (spatial learning) mnemonic tasks than did offspring from sedentary mothers. Our findings indicate that maternal exer- cise during pregnancy enhances offspring cognitive function (habituation behavior and spa- tial learning) and increases BDNF levels and cell numbers in the hippocampal formation of offspring.

SYNOPSIS: In this lesson, students use geometry to investigate the question "How much would sea levels rise if Antarctica melted?"

SCIENTIST NOTES: This lesson explores calculating the amount of sea level rise from melting the Antarctic Ice Sheet. Students see a real-world application of geometry tied to an important consequence of climate change. All materials have been fact-checked, and the lesson is credible for teaching. Considerations not mentioned in this lesson plan include the impact that the Greenland Ice Sheet would be simultaneously contributing to sea level rise, and that half of the current sea level rise is due to the thermal expansion of water.

POSITIVES:
-Students see a real-world application of geometry tied to an important consequence of climate change.
-Students practice volume and surface area formulas.
-Teacher answer key is included.

ADDITIONAL PREREQUISITES:
-Teacher needs to acquire some ice for the Inquire section.
-Students should have a general knowledge of climate change and sea level rise.
-Students should be familiar with the concepts of volume and surface area.
-Students should be familiar with imperial and metric units.

DIFFERENTIATION:
-Higher-level classes can work out the steps of the problems independently, while lower-level classes can follow the steps on the Student Document and Teacher Slideshow from the beginning.
-The teacher can select one unit of measurement by editing the Student Document to use only meters and kilometers or to use only feet and miles.
-The teacher can use occasional check-ins. For example, the teacher could stop the class after Step 1 in the Investigate section. This would help make sure all groups have similar answers and are off to a good start with the problem.
-The teacher can select one resource in the Inspire section and explore the resource as a class instead of having the students explore the resources independently.

Lamprey were an important food source for many Native American tribes in Oregon, particularly those in coastal areas and along the Columbia River watershed, and they continue to be an important link to traditional cultural practices. Like salmon, lamprey are anadromous, meaning they are born in fresh water, spend most of their life in the ocean, and return to freshwater to spawn. Sustaining the population of lamprey has always been important to Native people, and one way to do that is by not overharvesting. In previous generations this was not a problem, but hydroelectric dams, pollution, and destruction of habitat have all led to a drastic reduction in the lamprey population over the past century. Today, tribal biologists use both traditional and Western scientific methods—such as fish tagging—to protect and preserve lamprey, salmon, and other aquatic species. Using this real-world context, this lesson engages students in a mathematical process to determine the weights of lamprey using a fraction with each fraction having the same denominator, organizing the lamprey on a number line from lowest to highest weight, and comparing the weights of lamprey in decimal format.

Lesson OverviewAllow students who have a clear understanding of the content in the unit to work on Gallery problems of their choosing. You can use this time to provide additional help to students who need review of the unit's concepts or to assist students who may have fallen behind on work.GalleryMap ReadingStudents will examine a street map, interpret the street map coordinates, and relate the street map to an x-y coordinate grid.Burning CandlesStudents will explore how the height of a burning candle changes with time. In one case, they will get information by watching a video of candles burning. In another case, they will be given data with which they can calculate a candle's height at any given time.More DirectionsStudents are given instructions on what path to take to get to a friend's house. But these instructions are incomplete because a starting point is not given. Their task is to figure out which starting points will make these instructions work.LeaguesStudents will determine how the length of a sports league's playing season is affected by increasing the number of teams from 22 to 30. They will use the number of times a game can be played each week and the present length of the season to solve the problem.TrafficStudents will figure out the distance between cars on a highway and how many cars there are along a 1-mile stretch of the highway. They will use the speed of the cars and how often a car passes a certain point to solve the problem.Leaky FaucetStudents will watch a video of a sink filling with water. From that, they will determine how long it will take for the sink to fill up completely.Frog JumpStudents are shown a drawing of yellow and green frogs arranged in a straight line. The yellow frogs are on the left, and the green frogs are on the right. Their task is to figure out how the yellow and green frogs can switch positions if they can move only by leaping according to certain rules.

Gallery OverviewAllow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit's concepts or to assist students who may have fallen behind on work.Gallery DescriptionsDog and CatStudents refer to a pre-made graph showing how much dry food a dog eats and how much dry food a cat eats over the same time period. They analyze the graph and list specific information they can conclude from the graph.Faucet Rate ProblemStudents perform research on the Internet about standard water flow rates of bathroom faucets in the United States. They test faucets at home or at school and prepare responses to the questions.Shower versus BathStudents will use their knowledge of rates to figure out which uses less water, a shower or a bath.Laps, Miles, KilometersStudents use rates to convert measures given in laps, kilometers, and miles. They justify their reasons for ordering distances given in these three units.Paper ProblemStudents write and use formulas for heights of stacks of paper. They practice writing rates for h in terms of n and for n in terms of h.Three ScalesStudents use a triple number line to convert among the units laps on a track, kilometers, and miles. Given one number line, they mark two other number lines to show equal distances in the units.Water ProblemThis problem begins with a video of a cube container being filled with colored water. Students determine what information they'd need in order to figure out the volume of water in the cube at any time.

In this lesson, students represent quantitative relationships involving rates using tables, graphs, double number lines, and formulas. Students will understand how to create one such representation when given another representation.Key ConceptsQuantitative relationships involving rates can be represented using tables, graphs, double number lines, and formulas. One such representation can be used to create another representation. Two rates can describe each situation: the rate and its inverse. For the water pump situation, there are two related formulas: a formula for finding the quantity of water pumped for any amount of time, and a formula for finding the amount of time for any quantity of water.Goals and Learning ObjectivesUnderstand that tables, graphs, double number lines, and formulas can be used to represent the same situation.Compare the different representations within a situation and the same representation across similar situations.Understand each representation and how to find the rate in each one.

Allow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit's concepts or to assist students who may have fallen behind on work.Gallery ProblemsThe SS Edmund FitzgeraldStudents solve mathematical problems about the sinking of the ship Edmund Fitzgerald.SpiralsStudents learn about the mathematics of spirals. They see spirals in nature and connect spirals to the Fibonacci.Ship It!Students learn about shipping containers and use a unit of measure that is only used in the shipping industry the twenty-foot equivalent unit (TEU).Rideau Canal WaterwayStudents compare information about the Rideau Canal and compare it with the Welland Canal.A Rule of ThumbStudents learn about a “rule of thumb” that people use to estimate the speed of a train they are riding on. They investigate the mathematics of this rule.IntersectionStudents use information on a map to calculate where two streets will intersect.Tolstoy's ProblemStudents learn about Leo Tolstoy, a Russian writer who wrote two of the greatest novels of all time. They solve a problem that Tolstoy found very interesting.The Dog RunStudents imagine having 22 meters of wire fencing for a dog run. They investigate how the area of the dog run changes as the length varies.Bodies of WaterStudents investigate a claim on the Runner's World website about the amount of water in the body of a 160-pound man.

How much water is in the Great Lakes? Students read and interpret a diagram that shows physical features of the Great Lakes and answer questions based on the diagram. They find the volume of each of the Great Lakes, as well as all five lakes combined, and make a bar graph to represent the volumes.Key ConceptsStudents are expected to use the mathematical skills they have acquired in previous lessons or in previous math courses. The lessons in this unit focus on developing and refining problem-solving skills.Students will:Try a variety of strategies to approaching different types of problems.Devise a problem-solving plan and implement their plan systematically.Become aware that problems can be solved in more than one way.See the value of approaching problems in a systematic manner.Communicate their approaches with precision and articulate why their strategies and solutions are reasonable.Make connections between previous learning and real-world problems.Create efficacy and confidence in solving challenging problems in a real-world setting.Goals and Learning ObjectivesRead and interpret graphs and diagrams.Solve problems involving volume.

Gallery OverviewAllow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit’s concepts or to assist students who may have fallen behind on work.Problem DescriptionsSprinklersExplore different sprinkler layouts, looking at circular areas (and partial circles) to decide which will be best to water a lawn.Leaning TowerChoose a scale and use a ruler and protractor to make a simple scale drawing.Pizza DoublerIf you could choose between doubling the fraction of the pizza that a slice is, or doubling the radius, which option would give you more pizza? In this problem you will investigate which choice gives a bigger slice.Area and ScaleWhen a figure is redrawn at a larger scale the side lengths increase by the factor of the scale (if the scale doubles the size, the side lengths double also). But, does the area increase the same way? Explore a dynamic sketch and see how area changes when the scale changes.Tree House 1Given plans for a tree house, redraw the plans at a different scale.

This resource is a phenomenon-based adaption to the Smithsonian's STCMS Matter and Its Interactions kit. The anchoring phenomenon event features a railroad tanker that collapses due to the phase changes of water that was used to clean it. Students will investigate what causes phase changes, energy transfer, thermal energy, the law of conservation of mass, and atoms and molecules throughout the three week unit.

Students leach organic matter from soil to create a water sample with high dissolved organic matter content (DOM), and then make filters to see if the DOM can be removed. They experience the difficulties of removing DOM from water, and learn about other processes that might make DOM removal more effective.

A satire published before the Democratic convention, predicting would-be presidential nominee Martin Van Buren's second "bath in Salt River" (the first one being his unsuccessful bid for reelection in 1840). On the left bank of "Salt River," a colloquialism for political failure or misfortune, Whigs Henry Clay, Daniel Webster, and two unidentified men combine strength to pull a fox with Van Buren's head from the opposite bank and into the water. The "Kinderhook fox," as Van Buren was known, loses his footing. He has been supported by (left to right) incumbent President John Tyler, Tyler's son Robert, Senator Thomas Hart Benton, and an unidentified fourth man. Tyler has had ahold of the fox's tail, which has just come off in his hands, and all collapse in a heap. Clay taunts Van Buren, "Walk up, Matty this is only the Sober second thought of the people." "Sober second thoughts" was a catch-phrase in the 1840 campaign, referring to Van Buren's desertion by working-class supporters. (See "Sober Second Thoughts," no. 1838-15). Van Buren pleads with Tyler, "Hold on, hard, Tyler: for I have been so deep in Salt River once that I shiver at the thought of another sousing." Tyler: "Oh! cursed luck! There is nothing left me but your tail! Is this the way you reward your devoted friends? I wish you had kept it!" Robert Tyler (a poet): "No matter, father, I'll use them up in a poem of 50 Cantos." Benton, as "Mint Drops" (i.e., gold coins, symbolizing his bullionist monetary stance) fall from his pocket, brandishes a quill pen, saying, "If I must fall, preserve this sacred pen which expunged the villainous Clause." The expunging quill was a memento of Benton's successful campaign to strike the Senate's 1834 censure of Andrew Jackson from the congressional record. Standing on a bank at the lower right, waving his cane, Democratic patriarch Andrew Jackson exclaims, "By the Eternal! They have forsaken Matty "in his extremity." I always prophesied that Tyler would not stick to him "in the end!"" His comment sums up the message of the cartoon, which is that Van Buren's campaign was hampered by erosion of his traditional Democratic support and internal divisions within the party ranks during the spring of 1844.|Entered . . . 1844 in the Office of the S. District of N.Y.|Lith. & pub. by James Baillie 33 Spruce Street N.Y.|Signed: H. Bucholzer.|The Library's impression of "Matty Taking His Second Bath" was deposited for copyright on May 16, eleven days before the Democratic convention opened in Baltimore. On May 29 James K. Polk received the party's presidential nomination.|Title appears as it is written on the item.|Weitenkampf, p. 80.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1844-16.

A pro-Whig satire on the presidential campaign of 1840. Martin Van Buren is neck-deep in the waters of "Salt River," a colloquial term for political misfortune or failure. He sinks under the weight of boxes marked "Tariff," "Hooe's Trial," "Negro Suffrage," "Sub Treasury," and "Standing Army of 200,000 Men," surmounted by a crown with a hand holding a purse. His hat, filled with newspapers friendly to the administration, floats away. Whig candidate William Henry Harrison paddles downstream on a barrel of hard cider. On the shore behind him is a shed labeled "Humane Society's Apparatus for the Recovery of Drowned Persons." Van Buren: "Oh that I could shake off this load! I am sinking deeper and deeper into the quicksand of Loco Focoism! Help! Ming! Riel! Slam! Bang! Help!" (He names New York Democratic figures Alexander Ming and Levi Slamm.) Harrison: "It's a pity to let the poor fellow drown; I had an idea of making him Inspector of Cabbages of Kinderhook for that's all he's good for; but I think he will sink. Oh what a weight!"|Entered . . . 1840 by J. Childs. |Published by J. Childs no. 90 Nassau St. N.Y.|Signed with monogram: EWC (Edward Williams Clay).|The Library's impression was deposited for copyright on August 31, 1840. Printed in the lower margin is "Price 25 Cents."|Title appears as it is written on the item.|Weitenkampf, p. 65.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1840-55.

This course, Measurements for Water is in Dutch, but the following parts are in English:Lectures: Waterbalans Water balance)ReadingsDit vak gaat in op het hoe te doen van typische metingen op het vakgebied van gezondheidstechniek (waterkwaliteit), hydrologie, waterbeheer, waterbouw en vloeistofmechanica (waterkwantiteit).Onderdelen hierin zijn: het herkennen van de relevante parameters, leren over meetmethodes, meetapparatuur, nauwkeurigheid, opstellen van een meetplan, veiligheid, het zelf doen van metingen (laboratorium e/o in het veld) en bewerken en verwerken van gegevens.In een workshop wordt er geleerd met beschikbare electronica componenten een eigen meetsensor te bouwen.Leerdoelen- In staat zijn aan te geven welke parameters van belang zijn bij een bepaald proces- In staat zijn aan te geven hoe de parameters gemeten kunnen worden- Geschikte meetapparatuur kunnen kiezen- Een meetplan kunnen maken (uitvoering, tijd, duur, kosten, veiligheid)- Basis principes electronica in de meettechniek begrijpen en kunnen toepassen