(This case study was added to OER Commons as one of a batch of over 700. It has relevant information which may include medical imagery, lab results, and history where relevant. A link to the final diagnosis can be found at the end of the case study for review. The first paragraph of the case study -- typically, but not always the clinical presentation -- is provided below.)

Her initial physical exam in the emergency department revealed a distended, non-tender lower abdomen with a large palpable midline mass. The remainder of her physical exam was unremarkable. Initial laboratory workup was unremarkable, including normal levels AFP, hCG, LDH, CEA-125, and estriol. She underwent ultrasound of the abdomen and CT scan of the chest, abdomen, and pelvis (Figure 1). The CT scan revealed a solid, enhancing, 19 x 12 x 10 cm multilobulated mass arising from the left aspect of the uterus. This mass distorted the endometrial cavity and exerted significant mass effect on the iliac veins, iliac arteries, and distal ureters. The remainder of the abdominal and thoracic CT was unremarkable. The initial interpretation was worrisome for uterine malignancy, such as leiomyosarcoma or other uterine sarcomas. There was also some concern, based on the combined interpretation of the CT and ultrasound, that the mass could be arising from one or both ovaries. After discussion with the patient and her family of the above findings, and because the patient was clinically stable, she was discharged to home with short interval follow-up. A subsequent MRI of the abdomen and pelvis two days later as an outpatient showed normal appearing ovaries and re-demonstrated the large uterine mass (Figure 2).

Comparative planetary geology requires understanding how geological processes are affected by changes in physical environment-each planet and moon provides an opportunity to refine our understanding of how physical geological processes operate. Volcanism is a great example of a major geological process highly susceptible to such variations. Students performing this exercise will constrain how "Amboy Crater" would look if the same eruption happened on the Moon and Mars. Part 1 of the exercise asks small groups to assess either the yield strength of the Amboy flows or the time required for the flow to travel a given distance. After discussion of the results, Part 2 asks students to characterize the dimensions of the same flow, if emplaced on Mars or the Moon (changing only gravitational acceleration), and the time required for it to form; they are asked to predict the outcome in advance. Part 3 uses "Erupt" freeware by Ken Wohletz to explore how gravity changes will affect cinder cone geometry; the model is tested first to see if it correctly predicts an Amboy-like geometry, and afterwards students are asked to brainstorm what other factors should also be modified to improve the accuracy of the simulation, and how these changes would be expected to affect the geomorphological outcome. Finally, Part 4 asks students to use simple ballistic equations, implemented via an online Applet (Stromboli), to constrain the launch angle and starting velocity for the eruption that formed Amboy Crater (modifications are supposedly underway to permit this applet to run with different values of gravitational acceleration and air resistance).

(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 history of earthquakes in the San Francisco Bay area is plotted on a digital map and analyzed in this video segment adapted from NOVA.

During World War II, thousands of Black Americans joined the Navy, ready to serve their country. But deep-seated prejudice prevented Black sailors from rising in the ranks, and never in its history had the Navy commissioned Black officers. This is the story of the men who broke that barrier and became the first class of African American officers in the United States Navy, overcoming skepticism and hostility at every turn. Their skill, resilience, and character propelled them to great success in postwar life, and paved the way for today’s diverse armed forces.

The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

This activity introduces the role of diffusion in supplying cells with nutrients and removing wastes.

The curriculum builds upon many years of educating our students in the garden and scales up content across grades and lessons for instructional scaffolding. It is designed as an interactive teaching tool to be co-taught with classroom teachers and garden instructors as leads. Each lesson connects directly to standards: Next Generation Science, Common Core State, Physical Education, and Environmental and Health Education. Our concise and easy-to-follow lessons are a packed 45 minutes for preschool through fifth grade. Flexibility is important to us, so some lessons include several activities that teachers can choose from to accommodate their lesson plans. Consistency is also important, so we follow themes and lesson structure found in the Curriculum Map.

The Great Pacific Garbage Patch (GPGP) is an intriguing and publicized environmental problem. This swirling soup of trash up to 10 meters deep and just below the water surface is composed mainly of non-degradable plastics. These plastic materials trap aquatic life and poison them by physical blockage or as carriers of toxic pollutants. The problem relates to materials science and the advent of plastics in modern life, an example of the unintended consequences of technology. Through exploring this complex issue, students gain insight into aspects of chemistry, oceanography, fluids, environmental science, life science and even international policy. As part of the GIS unit, the topic is a source of content for students to create interesting maps communicating something that they will likely begin to care about as they learn more.

Edwin Hubble examined the spectra of many galaxies, looking for the red (longer wavelengths) or blue (shorter wavelengths) shifts in the spectra, indicating relative motion. To his surprise, not only did all of the galaxies appear to be moving, but all were moving away from us, no matter the direction of the galaxy. In addition, he found most galaxies exhibited a redshift, and the redshift was larger the further it was from our galaxy.Distant Nature: Astronomy Exercises 2016 by Stephen Tuttle under license "Creative Commons Attribution Non-Commercial Share Alike".

Myofascial trigger-points are a hot topic in the world of pain management. The issue that most critics have with myofascial trigger-points or other tissue-driven pain problem is that it is an oversimplification of a very complex process. It is still not know if our manual treatments are ‘correcting a local pathology' or if it just sensory input leading to a cascade response through the nervous system resulting in the 'descending modulation' of the pain experience.

Students test the question, "Do eggs balance on the equinox?" Students develop their own procedure, analyze their data and come up with their own conclusions.

Why do minerals have color? When is that color diagnostic, and when is it likely to fool you? Why is color important, and what can it tell us about the chemistry of minerals? This exercise will try to answer some of these questions, and to introduce students to the fascinating world of mineral spectroscopy, where chemistry meets mineralogy.

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This is a hands-on lab activity about the composition of salt. Learners will explain the general relationship between an element's Periodic Table Group Number and its tendency to gain or lose electron(s), and explain the difference between molecular compounds and ionic compounds. They will then use household materials to build a model to demonstrate sodium chloride's cubic form and describe the nature of the electrostatic attraction that holds the structure of salt together. Background information, common preconceptions, a glossary and more is included. This activity is part of the Aquarius Hands-on Laboratory Activities.

Students learn how volume, viscosity and slope are factors that affect the surface area that lava covers. Using clear transparency grids and liquid soap, students conduct experiments, make measurements and collect data. They also brainstorm possible solutions to lava flow problems as if they were geochemical engineers, and come to understand how the properties of lava are applicable to other liquids.

SYNOPSIS: In this lesson, students use chemical reactions that occur in landfills and composting as a vehicle to learn about chemical changes found in their daily lives.

SCIENTIST NOTES: Students learn how to distinguish between physical and chemical changes in matter through this lesson. They can comprehend the chemical makeup, interactions, and changes that take place in landfills and other waste disposal facilities thanks to the films, articles, and class activity. Disastrous gases like methane are emitted into the atmosphere after the breakdown of various products and materials at waste disposal facilities due to their distinctive chemical properties. The environment and human health are likely to suffer as a result. So, it's crucial to separate these wastes since some of them can be reused or recycled to lower the amount of methane in the environment. Above all, students will be able to create a model for trash management, promote sustainably managed waste, and present solutions to local communities. To prevent injuries in the classroom, the teacher should oversee the balloon activity that involves using objects like banana peels and balloons on bottle mouths, among others. The lesson, including all accompanying materials and videos, has all been fact-checked, and it is appropriate for use in a classroom.

POSITIVES:
-Students work collaboratively in groups and with partners to share diverse ideas and perspectives.
-Students participate in hands-on learning to aid in understanding and participation.
-Students learn through a variety of pathways including kinesthetic, auditory, and visual learning to reach diverse and unique individuals.
-Students are given a variety of optional extensions to create the most meaningful change in their communities.

ADDITIONAL PREREQUISITES:
-Teachers can use this as a multi-day lesson in two to three parts. Each of the Inquire, Investigate, and Inspire sections can be completed on a separate day.
-Teachers can cut the chemical or physical change sorting game cards out prior to teaching the lesson.
-Materials required for the hands-on landfill activity include the following:
-Clear plastic tub (~12-in long × 6-in wide × 5-in deep) (~30-cm x 15-cm x 13-cm) with about 1 inch (2.54 cm) of sand in the bottom
-Clay (~750 cubic cm); this clay does not need to be the high-quality type used for modeling; clayey or silty soil from your backyard works fine
-Sand (~1500 cubic cm) (available at home and garden stores)
-Gravel (~100 cubic cm) (available at home and garden stores)
-~15 cotton balls
-(Optional) Tiny houses and buildings (such as Monopoly game houses and hotels), or any other simple representation to simulate the presence of a town sitting on the sand base
-Materials required for the balloon activity:
-Plastic (or glass) bottles
-Balloons
-Food scraps
-Tape (for securing the balloon around the top of the bottle)

DIFFERENTIATION:
-All hands-on activities can be taught as demonstrations.
-Lab groups may be created with students of mixed abilities.
-Articles may be read in small groups, whole groups, or individually based on students’ needs.
-Students can do the optional activity listed in the Inspire section and complete another balloon activity with food waste.
-Students can explore deeper the differences between methane and carbon dioxide outputs as greenhouse gases in landfills versus composting.

The teacher leads a discussion in which students identify the physical needs of animals, and then speculate on the needs of plants. With guidance from the teacher, the students then help design an experiment that can take place in the classroom to test whether or not plants need light and water in order to grow. Sunflower seeds are planted in plastic cups, and once germinated, are exposed to different conditions. In particular, within the classroom setting it is easy to test for the effects of light versus darkness, and watered versus non-watered conditions. During exposure of the plants to these different conditions, students measure growth of the seedlings every few days using non-standard measurement. After a few weeks, they compare the growth of plants exposed to the different conditions, and make pictorial bar graphs that demonstrate these comparisons.

Course Description: This course examines selected health issues and their physical and emotional effects on women. Examples of topics include: body image, eating disorders, reproductive life, violence, menopause, cancer, depression, heart disease, osteoporosis, Alzheimer’s and the politics of women’s health.

Performance Based Learner Outcomes
Upon successful completion of the course, students should be able to:
1. Identify key health issues as they relate to women.
2. Access community resources as they relate to women’s health issues.
3. Differentiate women’s chronic conditions from a treatment and prevention perspective.
4. Identity the components and influences of psychological health from a gender perspective.
5. Contrast current and historical treatment of women in the health care system.

In this activity, learners work collaboratively in small groups to explore the earthquake cycle by using a physical model. Attention is captured through several short video clips illustrating the
awe-inspiring power of ground shaking resulting from earthquakes. To make students' prior knowledge explicit and activate their thinking about the topic of earthquakes, each student writes their definition of an earthquake on a sticky note. Next, through a collaborative process, small groups of students combine their individual definitions to create a consensus definition for an earthquake.

(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.)

Explore the origin of energy bands in crystals of atoms. The structure of these bands determines how materials conduct electricity.

Learners will read or listen to a story about two sisters, Marisol and Sofia, as they explore the Sun's role in the water cycle. Additionally, numerous extension resources are included in the accompanying educator guide, such as suggestions for no-cost language arts activities, links to further science activities, a book walk cue chart to guide classroom discussion before, during, and after the story, a graphic organizer, and alignments to the National Science Education Standards (NSES) and the Next Generation Science Standards (NGSS).

In this lesson students will rotate through a variety of "Olympic" activities and record their results.