This short video and interactive assessment activity is designed to teach fifth graders about division of lengths (metric units).
Students learn about biomimicry and the engineering design process as they design and build model ptarmigan feet.
Students gain an understanding of the factors that affect wind turbine operation. Following the steps of the engineering design process, engineering teams use simple materials (cardboard and wooden dowels) to build and test their own turbine blade prototypes with the objective of maximizing electrical power output for a hypothetical situation—helping scientists power their electrical devices while doing research on a remote island. Teams explore how blade size, shape, weight and rotation interact to achieve maximal performance, and relate the power generated to energy consumed on a scale that is relevant to them in daily life. A PowerPoint® presentation, worksheet and post-activity test are provided.
Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct an experiment to determine if weight added incrementally to an object affects the amount of friction encountered when it slides across a flat surface. After graphing the data from their experiments, students can calculate the coefficients of friction between the object and the surface it moved upon, for both static and kinetic friction.
This project is meant to be cross-curricular, requiring students to utilize many instructional skills to complete each step. Such skills will include number sense to one million, addition and subtraction to one million, area/perimeter/scaling, 3-D design, and writing/advertising. The project could be completed in sequential order, completed as isolated projects or hand selected for which components are used in your classroom.
This project is meant to be cross-curricular, requiring students to utilize many instructional skills to complete each step. Such skills will include number sense to one million, addition and subtraction to one million, area/perimeter/scaling, 3-D design, and writing/advertising. The project could be completed in sequential order, completed as isolated projects or hand selected for which components are used in your classroom.
An analogy of the Earth's history to a cross-country drive.
(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.)
DATA: Planetary images and geodesy data. TOOL: UNAVCO's Jules Verne Voyager Map Server. SUMMARY: Generate maps of Earth or any of 19 other planets and moons. Save and import images into presentations or reports.
(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.)
Students will make "earthquakes" using a simple model, the earthquake machine. It is patterned on the EQ machine described by Ross Stein, Michelle Hall-Wallace, and others. References are given below. We have added force and distance sensors to the machine, and linked them (via GOLINKS) to new new software, that allows students to graph and analyze their data. All SW will be freely available. Students will evaluate the hypothesis that although earthquake patterns can be observed, the exact time and size of an earthquake cannot be predicted. Students then apply these insights to predicting earthquakes on the San Andreas fault, and estimating the magnitude of earthquakes on ancient faults in the region.
(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.)
Spreadsheets Across the Curriculum module. Students build spreadsheets to tabulate and graph seismic wave amplitude and energy release to explore the logarithmic scale of earthquake magnitude.
(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.)
This student homework and problem set has students quantitatively earthquake hazard, shaking and damage.
(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.)
In this activity students explore the Earth's radiation budget using Earth radiation Budget Experiment (ERBE) data archived at the IRI/LDEO Climate Data Library (more info) .
(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.)
In this module, students are asked to devise a way of graphically plotting the density variations with depth in the Earth.
(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.)
This module explores the combination of densities and shell thicknesses that produce an aggregate density of the Earth of 5.5 g/cm3.
(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.)
A Data Carpentry curriculum for Economics is being developed by Dr. Miklos Koren at Central European University. These materials are being piloted locally. Development for these lessons has been supported by a grant from the Sloan Foundation.
Software Carpentry lección para control de versiones con Git Para ilustrar el poder de Git y GitHub, usaremos la siguiente historia como un ejemplo motivador a través de esta lección. El Hombre Lobo y Drácula han sido contratados por Universal Missions para investigar si es posible enviar su próximo explorador planetario a Marte. Ellos quieren poder trabajar al mismo tiempo en los planes, pero ya han experimentado ciertos problemas anteriormente al hacer algo similar. Si se rotan por turnos entonces cada uno gastará mucho tiempo esperando a que el otro termine, pero si trabajan en sus propias copias e intercambian los cambios por email, las cosas se perderán, se sobreescribirán o se duplicarán. Un colega sugiere utilizar control de versiones para lidiar con el trabajo. El control de versiones es mejor que el intercambio de ficheros por email: Nada se pierde una vez que se incluye bajo control de versiones, a no ser que se haga un esfuerzo sustancial. Como se van guardando todas las versiones precedentes de los ficheros, siempre es posible volver atrás en el tiempo y ver exactamente quién escribió qué en un día en particular, o qué versión de un programa fue utilizada para generar un conjunto de resultados en particular. Como se tienen estos registros de quién hizo qué y en qué momento, es posible saber a quién preguntar si se tiene una pregunta en un momento posterior y, si es necesario, revertir el contenido a una versión anterior, de forma similar a como funciona el comando “deshacer” de los editores de texto. Cuando varias personas colaboran en el mismo proyecto, es posible pasar por alto o sobreescribir de manera accidental los cambios hechos por otra persona. El sistema de control de versiones notifica automáticamente a los usuarios cada vez que hay un conflicto entre el trabajo de una persona y la otra. Los equipos no son los únicos que se benefician del control de versiones: los investigadores independientes se pueden beneficiar en gran medida. Mantener un registro de qué ha cambiado, cuándo y por qué es extremadamente útil para todos los investigadores si alguna vez necesitan retomar el proyecto en un momento posterior (e.g. un año después, cuando se ha desvanecido el recuerdo de los detalles).
For this experiment, students use a DC motor as a generator and various shaped turbine designs to test which design produces the most electrical power. Using a fan to generate the "wind", students attach different blades made of folded paper or card stock to the motor to see how much power is generated.
(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.)
The purpose of this hands on activity is to experiment with reflectance properties of various surfaces and to gain a better understanding of the effects of the position of the energy source and the detector (azimuth and zenith angles) on the recorded (perceived) brightness.
dragracer is an R package of data sets for all available seasons of RuPaul’s Drag Race, excluding All Stars. It’s updated at the end of each season. This blog post describes these data in some detail while also showcasing some of the things you can do with the provided. Steven Miller offers this R package for two reasons. First, the fandom for this show is large and there is a discernible subset of the fandom that is interested in the R programming language. He offers this package as a collection of accessible data with which they can experiment. He also offers this as a love letter of a kind to RuPaul’s Drag Race and all the contestants that have appeared on it.
Students will be using real-life energy use data to learn how to use spreadsheets and create graphs to better organize and view data. Discussions can then follow to analyze the data and explain the usage. Real rates are then provided, and students can use the electricity consumed data to create a utility bill for the consumer and compare the standard Residential Service charges to if the member were instead billed by the “Time of Use” rate.