In this seminar you will use images to differentiate the structure of a chloroplast and mitochondria. You will follow an animation to learn about the two essential processes that take place in each cell organelle to accurately determine the importance of structure and function. You will also analyze data from mice to determine the effects of exercise and performance enhancing drugs on the presence of mitochondria in a cell, or extract chlorophyll from various levels to examine its function outside a chloroplast.StandardsBIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.BIO.A.3.2.1 Compare and contrast the basic transformation of energy during photosynthesis and cellular respiration.BIO.A.3.2.2 Describe the role of ATP in biochemical reactions

Students research various options for new appliances and make purchasing decisions based not merely on purchase price, but also on energy efficiency, which has implications for the planet AND for longer-term personal finances. Students calculate the "payback period" for the more energy efficient appliance and calculate long-term savings.

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Students use their knowledge of potential and kinetic energy, and explore forces and motion to place a ball into the center of a 6-foot diameter circle.

Students are introduced to several key concepts of electronic circuits. They learn about some of the physics behind circuits, the key components in a circuit and their pervasiveness in our homes and everyday lives. Students learn about Ohm's Law and how it is used to analyze circuits.

6.002 is designed to serve as a first course in an undergraduate electrical engineering (EE), or electrical engineering and computer science (EECS) curriculum. At MIT, 6.002 is in the core of department subjects required for all undergraduates in EECS.
The course introduces the fundamentals of the lumped circuit abstraction. Topics covered include: resistive elements and networks; independent and dependent sources; switches and MOS transistors; digital abstraction; amplifiers; energy storage elements; dynamics of first- and second-order networks; design in the time and frequency domains; and analog and digital circuits and applications. Design and lab exercises are also significant components of the course. 6.002 is worth 4 Engineering Design Points. The 6.002 content was created collaboratively by Profs. Anant Agarwal and Jeffrey H. Lang.
The course uses the required textbook Foundations of Analog and Digital Electronic Circuits. Agarwal, Anant, and Jeffrey H. Lang. San Mateo, CA: Morgan Kaufmann Publishers, Elsevier, July 2005. ISBN: 9781558607354.

Building construction is one of the most waste producing sectors. In the European Union, construction alone accounts for approximately 30% of the raw material input. In addition, the different life-cycle stages of buildings, from construction to end-of-life, cause a significant environmental impact related to energy consumption, waste generation and direct and indirect greenhouse gas emissions.

The Circular Economy model offers guidelines and principles for promoting more sustainable building construction and reducing the impact on our environment. If you are interested in taking your first steps in transitioning to a more sustainable manner of construction, then this course is for you!

In this course you will become familiar with circularity as a systemic, multi-disciplinary approach, concerned with the different scales, from material to product, building, city, and region.

Some aspects of circularity that will be included in this course are maximizing reuse and recycle levels by closing the material loops. You will also learn how the Circular Economy can help to realign business incentives in supply chains, and how consumers can be engaged and contribute to the transition through new business models enabling circular design, reuse, repair, remanufacturing and recycling of building components.

In addition, you will learn how architecture and urban design can be adapted according to the principles of the Circular Economy and ensure that construction is more sustainable. You will also learn from case studies how companies already profitably incorporate this new theory into the design, construction and operation of the built environment.

SYNOPSIS: This lesson is about the distribution and density of trees in urban areas and how that relates to environmental justice.

SCIENTIST NOTES: This lesson uses data from peer-reviewed research that breaks down the forest cover in cities as it correlates to income. The evidence is clear and convincing that more affluent neighborhoods have more tree cover, which has a documented benefit on the residents. All external links are scientifically sound, and this lesson has pass our science quality assessment.

POSITIVES:
-This is an engaging lesson because it is so personal. Students will think about tree cover where they live and how that relates to demographic data.
-Students will practice their data analysis skills.

ADDITIONAL PREREQUISITES:
-It is necessary to share the Student Slideshow with your students and give them editing access before beginning the lesson. All students will be writing in the same slideshow.
-The videos list the benefits of trees pretty quickly. It might be hard for students to type fast enough to keep up. You could play the videos at 0.9 speed or replay parts of the videos as necessary.
-The following is a list of benefits of trees. Students will create a similar list while they are watching the two videos outlining the benefits of trees.

-Reduce nearby outside temperatures
-Reduce amount of energy used for heating and cooling buildings
-Absorb carbon dioxide, thus mitigating climate change
-Filter urban pollutants and fine particulates
-Provide habitat, food, and protection to plants and animals
-Provide food for people
-Increase biodiversity
-Provide wood that can be used at the end of a tree’s life
-Improve physical and mental health of people
-Increase property values
-Create oxygen
-Provide shade for people and animals
-Control stormwater runoff, protecting water quality and reducing the need for water treatment
-Protect against mudslides
-Help prevent floods
-Improve air quality
-Increase attention spans and decrease stress levels in people
-Improve health outcomes in hospital patients

DIFFERENTIATION:
-Teachers can use the glossary at the end of the slideshow at any point throughout the lesson to help students understand vocabulary.

-The spreadsheet and the graph on slide 11 might be tricky. Encourage your students to turn and talk to one another for help.

-Many students will not have a good understanding of Celsius. Easy reminder: Multiply the temperature in Celsius by 1.8 to get degrees Fahrenheit. Example: 2.5°C x 1.8 = 4.5°F (The temperature difference between poorest and richest census blocks in Milwaukee, Wisconsin.)

Around the world, major challenges of our time such as population growth and climate change are being addressed in cities. Here, citizens play an important role amidst governments, companies, NGOs and researchers in creating social, technological and political innovations for achieving sustainability.

Citizens can be co-creators of sustainable cities when they engage in city politics or in the design of the urban environment and its technologies and infrastructure. In addition, citizens influence and are influenced by the technologies and systems that they use every day. Sustainability is thus a result of the interplay between technology, policy and people’s daily lives. Understanding this interplay is essential for creating sustainable cities. In this MOOC, we zoom in on Amsterdam, Beijing, Ho Chi Minh City, Nairobi, Kampala and Suzhou as living labs for exploring the dynamics of co-creation for sustainable cities worldwide. We will address topics such as participative democracy and legitimacy, ICTs and big data, infrastructure and technology, and SMART technologies in daily life.

This first course in the physics curriculum introduces classical mechanics. Historically, a set of core concepts—space, time, mass, force, momentum, torque, and angular momentum—were introduced in classical mechanics in order to solve the most famous physics problem, the motion of the planets.
The principles of mechanics successfully described many other phenomena encountered in the world. Conservation laws involving energy, momentum and angular momentum provided a second parallel approach to solving many of the same problems. In this course, we will investigate both approaches: Force and conservation laws.
Our goal is to develop a conceptual understanding of the core concepts, a familiarity with the experimental verification of our theoretical laws, and an ability to apply the theoretical framework to describe and predict the motions of bodies.

This video and accompanying essay examine ways to reduce the environmental impact of burning coal. Two technologies are discussed: turning solid coal into a clean-burning fuel gas (syngas), and capture and storage of CO2.

Hydropower generation is introduced to students as a common purpose and benefit of constructing dams. Through an introduction to kinetic and potential energy, students come to understand how a dam creates electricity. They also learn the difference between renewable and non-renewable energy.

In this activity students learn how Earth's energy balance is regulating climate. This activity is lesson 4 in the nine-lesson module Visualizing and Understanding the Science of Climate Change.

This article continues an examination of each of the seven essential principles of climate literacy on which the online magazine Beyond Weather and the Water Cycle is structured. Principle 2 covers the complex interactions among the components of the Earth system. The author discusses the scientific concepts underlying the interactions and expands the discussion with diagrams, photos, and online resources.

This course explores how citizen science can support community actions to combat climate change. Participants will learn about framing problems, design ways to gather data, gather some of their own field data, and consider how the results can enable action. Leaks in the natural gas system—a major source of methane emissions, and a powerful contributor to climate change—will be a particular focus. The course was organized by ClimateX and Fossil Free MIT, with support from the National Science Foundation for the methane monitoring equipment. It was offered during the Independent Activities Period (IAP), which is a special 4-week January term at MIT.

This course explores how citizen science can support community actions to combat climate change. Participants will learn about framing problems, design ways to gather data, gather some of their own field data, and consider how the results can enable action. Leaks in the natural gas system—a major source of methane emissions, and a powerful contributor to climate change—will be a particular focus.
The course was organized by ClimateX and Fossil Free MIT, with support from the National Science Foundation for the methane monitoring equipment. It was offered during the Independent Activities Period (IAP), which is a special 4-week January term at MIT.

This lesson introduces solar energy and tasks students with solving an algebraic equation to determine the amount of daily sunlight needed to make a solar panel effective.

Step 1 - Inquire: Students work through a practice problem and discuss what they already know about solar energy.

Step 2 - Investigate: Students briefly learn some background information about solar energy and then use algebra to calculate the amount of peak sun hours needed to make a solar panel effective. Students compare their calculated values to real-world data to determine if this amount of sunlight is possible in their area.

Step 3 - Inspire: Students make predictions and discuss if they think their home could be powered by solar panels using the calculations from class as evidence.

In this lesson, students use algebra to calculate the number of wind turbines needed to power a local community.

Step 1 - Inquire: Students watch a short video introducing wind energy and discuss the possibility of wind energy powering their community.

Step 2 - Investigate: Students complete a series of mathematical calculations related to wind energy.

Step 3 - Inspire: Students discuss the benefits of wind energy using their calculations to support their ideas.

We hear about climate impacts all over the world, often in global terms. But what is happening where? And what will happen in our own communities? Students play a game to understand changes to precipitation. Then, using the US Climate Resilience Toolkit, they investigate local climate concerns and solutions.

This Guide for Educators was developed by the MIT Environmental Solutions Initiative as an extension of our TILclimate (Today I Learned: Climate) podcast, to make it easier for you to teach climate change, earth science, and energy topics in the classroom. It is an extension of the TILclimate episode "TIL about climate impacts."

Environmentalists passionately opposed to a giant pipeline that would transport crude oil from the tar sands of Canada to the Gulf coast are going head-to-head with proponents of the project. Students explore the controversy surrounding the Keystone XL pipeline and the strategic questions it raises for environmentalists.

Through a mock summit simulation, students explore current questions about climate change issues and the validity of climate change claims. Students argue for and against implementation of solutions, using research to support arguments. During the research phase, students use an online Chrome extension (Diigo) to create a shared database of current climate change multimedia information that will support their claims. During the summit, students assume the role of an ambassador for a specific country. Then, students use their collected research to take a position which either validates or denies current climate change assertions such as: Climate change is a global issue and demands a unified response.Climate change is caused by human activity. We should demand utility companies to use 20% electricity from renewable energy sources.We should regulate CO2 as a pollutant.  Finally, students create a multimedia presentation that represents their country’s final stance on the climate change issue and the summit’s suggested solutions.Standards:Ohio Science (Grade 7)CCSS ELA (Grade 7)