D-Lab: Water, Climate Change, and Health is a project-based, experiential, and transdisciplinary course. Together with peers and experts, we will explore the vitally important interface of water, climate change, and health. This course addresses mitigation and adaptation to climate change as it pertains to water and health. Water-borne illness, malnutrition, and vector-borne diseases represent the top three causes of morbidity and mortality in regions of our focus. Students submit a term project, setting the stage for a lifelong commitment to communicating climate science to a broad public.

D-Lab: Water, Climate Change, and Health is a project-based, experiential, and transdisciplinary course. Together with peers and experts, we will explore the vitally important interface of water, climate change, and health. This course addresses mitigation and adaptation to climate change as it pertains to water and health. Water-borne illness, malnutrition, and vector-borne diseases represent the top three causes of morbidity and mortality in regions of our focus. Students submit a term project, setting the stage for a lifelong commitment to communicating climate science to a broad public.

This course focuses on disseminating Water, Sanitation and Hygiene (WASH) or water/environment innovations in developing countries and underserved communities worldwide. It emphasizes core WASH and water/environment principles, culture-specific solutions, tools for start-ups, appropriate and sustainable technologies, behavior change, social marketing, building partnerships, and the theory and practice of innovation diffusion.

This course focuses on disseminating Water, Sanitation and Hygiene (WASH) or water/environment innovations in developing countries and underserved communities worldwide. It emphasizes core WASH and water/environment principles, culture-specific solutions, tools for start-ups, appropriate and sustainable technologies, behavior change, social marketing, building partnerships, and the theory and practice of innovation diffusion.

Students perform DNA forensics using food coloring to enhance their understanding of DNA fingerprinting, restriction enzymes, genotyping and DNA gel electrophoresis. They place small drops of different food coloring ("water-based paint") on strips of filter paper and then place one paper strip end in water. As water travels along the paper strips, students observe the pigments that compose the paint decompose into their color components. This is an example of the chromatography concept applied to DNA forensics, with the pigments in the paint that define the color being analogous to DNA fragments of different lengths.

Students learn how the process of soil solarization is used to pasteurize agricultural fields before planting crops. Soil solarization is a pest control technique in agriculture that uses the sun’s radiation to heat the soil and eliminate unwanted pests that could harm the crops. The approach is compared to other pest control methods such as fumigation and herbicide application, highlighting the respective benefits and drawbacks. In preparation for the associated hands-on activity on soil biosolarization, students learn how changing the variables involved in the solarizing process (such as the tarp material, soil water content and addition of organic matter) impacts the technique’s effectiveness. A PowerPoint® presentation and pre/post-quiz is provided.

Students learn how the force of water helps determine the size and shape of dams. They use clay to build models of four types of dams, and observe the force of the water against each type. They conclude by deciding which type of dam they, as Splash Engineering engineers, will design for Thirsty County.

While the creation of a dam provides many benefits, it can have negative impacts on local ecosystems. Students learn about the major environmental impacts of dams and the engineering solutions used to address them.

Through eight lessons, students are introduced to many facets of dams, including their basic components, the common types (all designed to resist strong forces), their primary benefits (electricity generation, water supply, flood control, irrigation, recreation), and their importance (historically, currently and globally). Through an introduction to kinetic and potential energy, students come to understand how dams generate electricity. They learn about the structure, function and purpose of locks, which involves an introduction to Pascal's law, water pressure and gravity. Other lessons introduce students to common environmental impacts of dams and the engineering approaches to address them. They learn about the life cycle of salmon and the many engineered dam structures that aid in their river passage, as they think of their own methods and devices that could help fish migrate past dams. Students learn how dams and reservoirs become part of the Earth's hydrologic cycle, focusing on the role of evaporation. To conclude, students learn that dams do not last forever; they require ongoing maintenance, occasionally fail or succumb to "old age," or are no longer needed, and are sometimes removed. Through associated hands-on activities, students track their personal water usage; use clay and plastic containers to model and test four types of dam structures; use paper cups and water to learn about water pressure and Pascal's Law; explore kinetic energy by creating their own experimental waterwheel from two-liter plastic bottles; collect and count a stream's insects to gauge its health; play an animated PowerPoint game to quiz their understanding of the salmon life cycle and fish ladders; run a weeklong experiment to measure water evaporation and graph their data; and research eight dams to find out and compare their original purposes, current status, reservoir capacity and lifespan. Woven throughout the unit is a continuing hypothetical scenario in which students act as consulting engineers with a Splash Engineering firm, assisting Thirsty County in designing a dam for Birdseye River.

Student must synthesize the data that go into the construction and operation of a large hydroelectric dam. Students must strive to develop a design that minimizes or mitigates the impacts of the dam on the existing watershed. Students divide the analysis and frequently present to each other their findings. These findings are then synthesized into independent reports produced by each student.
Designed for a geomorphology course
Uses online and/or real-time data
Uses geomorphology to solve problems in other fields
Addresses student misconceptions

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A humorous but favorable portrayal of secretary of state Daniel Webster's assertive role in the dispute over American fishing rights in Canadian waters. (See also Edward W. Clay's "John Bull's Fish Monopoly, no.&1 1852-4, for background on this controversy.) The print reflects the belligerent attitude of northeastern Americans toward Britain over the matter. The powerful figure of Daniel Webster looms large in the center of the work. He stands in the fore of a small fishing boat on the Bay of Fundy, bracing his foot against the inside of the bow. He tows a line strung with fish, struggling against a party of English fishermen who pull from another small boat at left. Also lending their weight to Webster's efforts are two American fishermen behind him in the skiff. Old Dan: "Now then, pull away boys! pull away! ah theres no use, them English have got too much bottom for us &ther powerful strong in the arms. I'm afraid we'll lose our fish what shall we do? Negotiate? or Fight." American fisherman: "Why fight first & Negotiate afterwards, to be sure." Behind them are several larger vessels. The repetition of the initial "D" in the title is puzzling. It is probably a fragment of the word "Old," partially obliterated in this and other recorded impressions of the print. (Webster was seventy in 1852.)|"Pub. at the Office of Yankee Notions 98 Nassau St. N.Y."|Signed: JLM dell. (John L. Magee).|Thomas W. Strong Lith. 98 Nassau St. N.Y.|Title appears as it is written on the item.|Reilly, p. 155-156.|Weitenkampf, p. 111.|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 1852-6.

Learn about the properties of solid, liquid, and gas while dancing with the famous music group, The Gregory Brothers!

To help understand how water changes states of matter, Scientist Sam brings in the musical group The Gregory Brothers to help teach about the states of matter through an interactive dance. The viewer dances like a solid, liquid and gas and learns that water can change states of matter when temperatures are below 0 degrees Celsius or above 100 degrees Celsius.

Learning Objective:
Classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid.

Students choose one of four short articles to read about mineral mining, including the impacts of mining on the Native American community in the region. Each article highlights a specific example where the Indigenous community's interests are in conflict with the mining company's interests. After reading one of the articles, students post a short reflection to a discussion board, then respond to at least one classmate's reflection.

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This activity requires students to process, interpret and integrate a wide variety of remote sensing and other data as they investigate a complex, open-ended research question. It is hands-on, collaborative, and manageable for a variety of class sizes. The problem addressed has geological, hydrological, biological and political implications, and is thus of interest to a wide array of undergraduates.

This lesson incorporates sea surface data collected by NASA satellites. Data for three surface characteristics- height, temperature and speed- are used for several activities. Students examine the differences in speed of currents relative to distance from the Equator. Sea surface data anomalies are charted and further analyzed. In addition, surface current data is presented to examine patterns related to El Niño. Note that this is lesson three of five on the Ocean Motion website. Each lesson investigates ocean surface circulation using satellite and model data and can be done independently. See Related URL's for links to the Ocean Motion Website that provide science background information, data resources, teacher material, student guides and a lesson matrix.

This activity is designed to introduce students to the way in which thermohaline circulation and the biological pump influence the distribution of nutrients, oxygen, carbon, and radiocarbon in the Atlantic vs. Pacific Oceans.

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A mildly jingoistic satire voicing American suspicions of foreign designs on California after the discovery of gold there in 1848. The bay and coastline of San Francisco are shown, menaced by foreign invaders who appear offshore. Closest is Queen Victoria of England, who rides a bull and carries a spade. She sings (to the tune of "Oh, Suzannah!&1), "Oh, "Dear Albert" [i.e., Prince Albert, her husband] dont' you cry for me, / I'm 'off' for California with my shovel on my knee." Next follows Czar Nicholas I of Russia, as a bear, who recites, "As something is "Bruin" I'll put in my "paw /" While the Nations around me are making a "Jaw."" Overhead flies a cock with the head of Louis-Napoleon, president of France. He calls: "As "you "have "Gold" for all Creation / 'Den please give some to "La Grand Nation" / I've just become "de President" / And back I "shall" not like to "went." Louis Napoleon was elected in December 1848. Farther up the coast, Spain's Queen Isabella II wades neck-deep in water toward shore. A squadron of American cutters sails into the harbor behind her, evidently bent on its defense. On land is an encampment of American troops with two rows of tents. A sentry, watching over casks and crates of gold, warns, "Keep out of "these Dig&1gins." The precious stores surround a flagpole with a large American flag. To the left of the encampment is a row of cannon over which Gen. Zachary Taylor, as an eagle, watches. Taylor threatens, "Retreat you poor D---ls! nor a squabble engender. For our Gold unto you we will "never surrender. Right about face!" Double quick to the rear! And back to your keepers all hands of you steer." On a rocky outcropping or jetty at lower left is President James K. Polk, as a snake. He also warns (somewhat more meekly than Taylor): "I pray thee tread not on our corns, /But slope "Dear Vic;" haul in your "horns" / And tell the Powers that lag behind, / Seek other lands "thier Gold to find"; / Or by the "Lord" we'll make a rattle, / To take good care of all such "Cattle. Polk's role of authority here suggests that the print dates from his administration, which ended with the inauguration of Zachary Taylor on March 5, 1849. It could not have appeared earlier, however, than December 1848, when French President Louis Napoleon (a prominent figure here) was elected. The California Gold Rush began in the summer of 1848.|December 1848 or early 1849. Drawn by S. Lee Perkins?|Lith & pubd by Henry Serrell & S. Lee Perkins 75 Nassau St N.Y.|Title appears as it is written on the item.|Maurice & Cooper, p. 149, 152-153.|Murrell, p. 175, 179.|Weitenkampf, p. 98.|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 1849-1.

SYNOPSIS: In this lesson, students learn how climate change and deforestation are linked to the water cycle.

SCIENTIST NOTES: This lesson provides students with a background on the relationship between deforestation, water cycle, erosion, and climate change. It establishes the fact that deforestation poses stress on the forest ecosystem and services, including impacting the water cycle and speeding up erosion and climate change. These issues could be addressed with well-informed adaptive strategies and action to restore the forest and biodiversity. All materials have been verified thoroughly, and this lesson has passed the science credibility process.

POSITIVES:
-Students participate in multiple interactive and hands-on learning activities to engage in kinesthetic, auditory, and visual learning.
-Students continue to better their understanding of how Earth’s natural systems are interconnected and dependent on each other.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 4 in our 6th-8th grade Water Cycle, Deforestation, and Climate Change unit.
-Materials required for the erosion model activity include the following:
-Scissors or sharp knife
-Clean, empty one-gallon container with a lid (such as a plastic milk jug)
-Water
-Two aluminum bread pans
-Dirt
-Two aluminum, 9-by-13-inch cake pans
-12 to 14 plastic forks
-Two blocks, shallow plastic containers, or other items of the same height to prop up the aluminum bread pans
-Outdoor test area with a flat, level surface where it is easy to clean spilled water and soil

DIFFERENTIATION:
-The erosion activity may be completed as a hands-on activity in lab groups or as a demonstration by the teacher.
-Lab groups may be in mixed abilities to aid in understanding.
-Teachers can prepare examples of diagrams for students to reference during the Inspire section.

In this lesson, students learn how climate change and deforestation are linked to the water cycle.

Step 1 - Inquire: Students view an Indigenous perspective on deforestation and learn how climate change can lead to deforested areas.

Step 2 - Investigate: Students complete a hands-on activity to investigate the effects of deforestation on erosion and watch a video on deforestation and climate change.

Step 3 - Inspire: Students create a cause and effect diagram about erosion and the water cycle.

In dredging, trenching, (deep sea) mining, drilling, tunnel boring and many other applications, sand, clay or rock has to be excavated. This book gives an overview of cutting theories. It starts with a generic model, which is valid for all types of soil (sand, clay and rock) after which the specifics of dry sand, water saturated sand, clay, atmospheric rock and hyperbaric rock are covered. For each soil type small blade angles and large blade angles, resulting in a wedge in front of the blade, are discussed. For each case considered, the equations/model for the cutting forces, power and specific energy are given. The models are verified with laboratory research, mainly at the Delft University of Technology, but also with data from literature.