This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The deepest parts of the world’s oceans hold many mysteries, one of which involves its tiniest residents. Tiny prokaryotes called Thaumarchaeota survive in the extreme environment of the deep oceans. While the metabolic functions of Thaumarchaeota that live in shallower depths are fairly well described, those that live in the deepest sea zone – hadal water – are less well known. Now, a new study provides insight into the metabolism and cellular adaptations of deep-sea Thaumarchaeota. Using metagenomics to evaluate seawater samples from the Mariana Trench, researchers found that Thaumarchaeota present in the hadal zone were distinct from those in shallower depths. Hadal zone Thaumarchaeota depended on genes involved in bioenergetics, including those horizontally transferred from other extremophiles, to survive, and their unique genetic makeup revealed the potential to import a wide range of organic compounds..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Nuclear fission is the process of splitting a large atom into two smaller atoms and releasing a LOT of heat. That heat is used to boil water, make steam, turn a turbine and generator, and produce electricity. Most nuclear power plants today are fueled by enriched uranium 235 to produce non-renewable, carbon-free, 24/7 electricity. The byproducts of nuclear fission are highly radioactive and must be secured away from people for hundreds of thousands of years.

This short course provides an introduction to reactor dynamics including subcritical multiplication, critical operation in absence of thermal feedback effects and effects of Xenon, fuel and moderator temperature, etc. Topics include the derivation of point kinetics and dynamic period equations; techniques for reactor control including signal validation, supervisory algorithms, model-based trajectory tracking, and rule-based control; and an overview of light-water reactor startup. Lectures and demonstrations employ computer simulation and the use of the MIT Research Reactor.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

Estimating nutrient loads is a critical concept for students studying water quality in a variety of environmental settings. Many of these students will be asked to assess the impacts of a proposed anthropogenic activities on human water resources and/or ecosystems as part of their future careers. This module has students explore factors contributing to the actual loads of nitrogen that are transmitted down streams. Nitrogen is a key water quality contaminant contributing to surface water quality issues in fresh, salt and estuarine environments. Students will utilize real-time nitrate data from the US Geological Survey to calculate nitrate loads for several locations and investigate the interplay of concentration and discharge that contributes to the calculated loads.

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Provenance: Used with permission from the Chesapeake Bay Program: https://www.chesapeakebay.net/
Reuse: If you wish to use this item outside this site in ways that exceed fair use (see http://fairuse.stanford.edu/) you must seek permission from its creator.
The Chesapeake Bay waters receive input from rivers and streams from areas of Washington D.C, Maryland, Delaware, Virginia, West Virginia, and some parts of New York and Pennsylvania. Historically, humongous amounts of water pollution from nutrients discharged from these locations have reportedly occurred in the waters of the Chesapeake Bay region, such that it was entered into the list of the "Clean Water Act Section 303(d): Impaired Waters and Total Maximum Daily Loads (TMDLs)," compiled by the EPA. Water impairment occurs when a lake, river, or stream fails to meet specific water quality standards, according to its classification and intended use.
According to the Chesapeake Bay Program, established in 1983 to reduce pollution and restore the ecosystem, "Plants and animals need nutrients to survive. But when too many nutrients enter waterways, they fuel the growth of algae blooms and create conditions that are harmful to underwater life." Source: Chesapeake Bay Program: Learn the Issues.

Online version of a course taught at UCLouvain entitled "LGCIV2051 Applied Hydraulics: open-channel flows". The course covers an introduction to hydrology, the theory of open-channel flows, the calculation of water profiles and applications to some specific situations such as channels with changes in bed slopes, changes in channel width, Venturi flumes, flow between bridge piers.

The focus of PlaNet-Maize is to investigate the effect of environmental and endogenous factors on the growth and water relations of the maize plant. This functional–structural plant model (FSPM) encompasses the entire soil-plant-atmosphere continuum with a sub-organ resolution. The model simulates the growth and development of an individual maize plant and the flux of water through the plant structure, from the rhizosphere to the leaf boundary layer.
This web interface only display basic capabilities of PlaNet-Maize, mainly for teaching purposes.

On this site, through a variety of activities, you can learn about anthropology, archaeology, astronomy, biodiversity, the brain, climate change, the Earth, Einstein, expeditions, genetics, marine biology, paleontology, water, and zoology.

This performance assessment aligns with NGSS performance 3.ESS3.1 and is intended to be used as an interim assessment. These assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify next instructional steps.

Students conduct an experiment to determine how varying the composition of a construction material affects its strength. They make several adobe bricks with differing percentages of sand, soil, fibrous material and water. They test the bricks for strength by dropping them onto a concrete surface from progressively greater heights. Students graph the experiment results and use what they learn to design their own special mix that maximizes the bricks' strength. During the course of the experiment, students learn about variables (independent, dependent, control) and the steps of the engineering design process.

Before class, I prepare several "Darcy columns". These are plastic water bottles with a hole in the bottom that is covered with mesh and a rubber stopper. The bottles are filled with soil and water and are capped. One bottle is the reference bottle, with sand of height hs, and water of height hw, and a standard bottle diameter. Each of the remaining bottles are filled with one of the parameters varied: e.g., gravel instead of sand, silt instead of sand, sand of height 2hs instead of hs, water of height 2hw instead of hw, larger diameter bottle, etc. In class, student split into groups and each group is given a bottle, flexible ruler, funnel, graduated cylinder, and a large cup of water. As a group, they note the material type, measure the flow area, measure the height of porous material, and measure the difference in head across the porous material. Then they measure the flow rate, while maintaining a constant head. They repeat the flow measurement for their column, and then they repeat the process with one or more other columns, depending on the time available. Each group records their results on a table, and the class results are tabulated on the board. As a class, we discuss the whether or not their results follow Darcy's law. We also discuss the measurement errors, repeatability of the results, and the differences in flow rate for sand, gravel, and silt.

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This video segment produced for Teachers' Domain features a time-lapse video of clouds forming, changing, and moving across the sky.

Learn how snowfall happening later in the year than usual is impacting cultural practices in this video segment about climate change adapted from the College of Menominee Nation.

In this video segment adapted from the College of Menominee Nation, tribal members observe lower water levels in lakes and streams and call for global, collaborative solutions to address climate change.

Part 1: Students measure the salinity of samples using a refractometer, and consider the units and density of these values. Part 2: Students apply concepts and reinforce what they've learned about salinity and the water cycle to interpret a salinity contour map of a transect of the Pacific Ocean using WOCE data. Another goal is to familiarize students with using contour graphs of ocean data, in general.

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This model of ocean-atmosphere interaction shows how carbon dioxide gas diffuses into water, causing the water to become more acidic. The video demonstration and instruction provide an explanation of the chemistry behind this change and the consequences of ocean acidification. The video also addresses a misconception about how ocean acidification affects shelled organisms.

In this lesson, groups of students will gather information about the various careers of the members of the Ocean Adventures expedition team as well as learn about the strengths of having a team of diverse individuals working on a task.

Laboratory exercise to explore water density, surface ocean currents, and ocean circulation

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Ocean energy, also known as marine energy or hydrokinetic energy, is an abundant renewable energy resource that uses ocean water to generate electricity. The form of energy takes advantage of ocean tides, waves, or the temperature difference between the surface and deep ocean. The majority of ocean energy technologies are still in research and development. While the potential of ocean energy is great, it faces significant technological, environmental, and financial challenges and has low levels of investment.

In this project-based learning unit, students take responsibility for their learning through active, hands-on engagement, while the teacher acts as a facilitator.  Students will learn about ocean garbage patches, the cause, its impact, recycling, and solutions to reduce them. Students will share what they learned to help raise awareness of this environmental issue and promote recycling by creating posters for their school and writing scripts to be read during morning announcements. This project requires background knowledge and understanding of the water cycle and the importance of the ocean to the water cycle.  Students should know how to use email and some digital format for presentations.