For Iowa History- Unit 8 PPT Learn about the Successful Transformation of the Tallgrass Prairie from 1870-1900• Video narrative written by Sandra Kessler Ho...
6.012 is the header course for the department’s “Devices, Circuits and Systems” concentration. The topics covered include: modeling of microelectronic devices, basic microelectronic circuit analysis and design, physical electronics of semiconductor junction and MOS devices, relation of electrical behavior to internal physical processes, development of circuit models, and understanding the uses and limitations of various models. The course uses incremental and large-signal techniques to analyze and design bipolar and field effect transistor circuits, with examples chosen from digital circuits, single-ended and differential linear amplifiers, and other integrated circuits. This course is 12 units and is worth 4 Engineering Design Points.
In this math activity, students conduct a strength test using modeling clay, creating their own stress vs. strain graphs, which they compare to typical steel and concrete graphs. They learn the difference between brittle and ductile materials and how understanding the strength of materials, especially steel and concrete, is important for engineers who design bridges and structures.
Engineers create and use new materials, as well as new combinations of existing materials to design innovative new products and technologies—all based upon the chemical and physical properties of given substances. In this activity, students act as materials engineers as they learn about and use chemical and physical properties including tessellated geometric designs and shape to build better smartphone cases. Guided by the steps of the engineering design process, they analyze various materials and substances for their properties, design/test/improve a prototype model, and create a dot plot of their prototype testing results.
By the end of this section, you will be able to:Describe the stages of prenatal development and recognize the importance of prenatal careDiscuss physical, cognitive, and emotional development that occurs from infancy through childhoodDiscuss physical, cognitive, and emotional development that occurs during adolescenceDiscuss physical, cognitive, and emotional development that occurs in adulthood
In this semester-long private mineral project, students become experts on one mineral. They write a paper about their mineral and use key information about it to publish a web page. Information should include provenance, physical properties, composition, recent related literature, photos of samples, optical properties, x-ray pattern, crystallography, economic value, atomic structure, other closely related minerals, associated myths, and a complete list of references based on GSA format.
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Physical Development Weekly Plan This lesson plan gives an example of a weekly plan a teacher might use that will include activities that promote physical development.
This resource was created by Kate Chrisman, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.
Approximate time to complete: 45-70 minutesThis activity can be used in place of dissecting an owl pellet. Students decide which 4 prey items the snow leopard ate, make a bar graph, make a food web and then research and locate information about snow leopards.
Our project involves students learning about the values of a natural area in their community and producing a public service announcement and map to show its value and how it could be developed.
This is a short lesson (including hands on activities) on polymers and plastics to expand our study of physical/chemical properties and changes.
Overview:This unit is presented as a series of progressive task categories. Each category includes a variety of learning tasks suggested for meeting the applicable outcomes. Teachers are encouraged to select learning tasks that best fit their teaching style and students’ needs. Modifications, accommodations, and extensions specific to your learners are strongly recommended.The National Standards and Grade Level Outcomes in this unit are referenced from the "National Standards & Grade Level outcomes for K-12 Physical Education," book.
This activity uses a physical model to facilitate students' understanding of elastic deformation of rocks and the episodic nature of motion on a fault, which leads to earthquakes and aftershocks.
Free Open Educational Resources for the Geosciences. The landing page provides links to three textbooks designed for use with introductory courses in Physical Geology, Historical Geology, and Mineralogy. Content contained within each of these books can be utilized across many related courses. The text is written as much as possible at a high school level. Interactive content and quizzes are sprinkled throughout for a better student experience.
The Challenge:
The challenge is to design and build a water filtration device using commonly available materials. To meet this challenge, students use an iterative repeating process as they build, test, and measure the performance of the filtration
device, analyze the data collected, and use this information to work towards an improved filtration design. It is the
same design process used by engineers and scientists working on ECLSS for NASA. Although students will work in teams of two–three, they are encouraged to think of their entire class as a single design team working cooperatively and learning from the efforts of all members in order to produce the best water filtration device. Students measure the effectiveness of their filtration device using pH test strips. Detailed plans and a complete materials list are provided.
This sequence of instruction was developed in the Growing Elementary Science Prjoject to help elementary teachers who were working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals. The book “Storm is Coming!” introduces students to the idea of severe weather. Students observe a time-lapse video of a hail storm. Students interview a family member about a memorable weather event and what that person did to prepare and stay safe. Students explore the implications of all of their interviews. Students make plans for how they can prepare for future weather events, including an Engineering Design exercise. It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
This course introduces the parallel evolution of life and the environment. Life processes are influenced by chemical and physical processes in the atmosphere, hydrosphere, cryosphere and the solid earth. In turn, life can influence chemical and physical processes on our planet. This course explores the concept of life as a geological agent and examines the interaction between biology and the earth system during the roughly 4 billion years since life first appeared.
Description: Don’t be fooled by food messaging is a media literacy embedded health unit that takes the health goals of maintaining a healthy lifestyle and adds some critical thinking skills and communication skills. In food marketing young people are surrounded by persuasive claims meant to influence and manipulate their eating behavior. Students will explore some of the techniques and strategies food marketers use to influence their eating behavior to better understand how it impacts their own food choices. Within the PE program students will discuss how food choices, levels of consumption and physical activity levels influence health and wellness. Body image/healthy weight will be incorporated into this content. The culminating projects require students to work collaboratively to synthesize their new learning while using a variety of strategies to create their own healthy choices messaging production projects.
This is an activity about transport of sediment contaminated by copper, arsenic, and other heavy metals that was deposited into the Clark Fork River channel as the result of historical mining activity. The Clark Fork River between Butte and Milltown, Montana has been the focus of several large superfund projects designed to address the impacts of this legacy of mining in the watershed. This activity is used in an introductory physical geology lab (primarily non-majors) with students who may have limited experience working with quantitative analysis and analyzing graphs.
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In this exercise, students use both polyhedral model kits designed by the University of Wisconsin at Madison Materials Research Science and Engineering Center (MRSEC) Institute for Chemical Education and computer visualization in Jmol to explore the structures of a variety of phyllosilicate minerals, and relate those structures to physical properties. Students work in small groups to build either a sequence of dioctahedral or trioctahedral minerals and answer a series of questions about structure, arrangement, coordination and bonding. The small dioctahedral and trioctahedral groups combine to compare structures and discuss additional questions about these and other minerals.
(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.)