This formative assessment item is used to uncover student ideas about solar radiation. Students will decide what they believe the sun provides to Earth. It is aligned to National Science Education Standards. Resources are provided to give additional information, as well as instructional suggestions.

In this extension to the Ohm's Law I activity, students observe just how much time it takes to use up the "juice" in a battery, and if it is better to use batteries in series or parallel. This extension is suitable as a teacher demonstration and may be started before students begin work on the Ohm's Law I activity.

In this video segment adapted from NOVA scienceNOW, MIT engineer Dava Newman is working to replace today's bulky, inflated space suits with a radical, sleek design that may one day allow astronauts to walk easily on Mars.

In this activity, students are introduced to the concept of ecosystem services, provided with a tool for exploring these services in particular landscapes, and led through a few examples so that they will be comfortable using the tool. Google Earth is presented as a tool for exploring landscapes and evaluating the ecosystem services provided by those landscapes, including spatial and temporal variability. Students use Google Earth to identify and classify ecosystem services according to the Millennium Ecosystem Assessment (MA) categories, first by looking at an example landscape along the the Missouri River, and then by looking at an example specific to their location.

(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 1883, Sir Francis Galton, a nineteenth-century English social scientist, statistician, and psychologist, coined the term “eugenics” from the Greek word eugenes, meaning well-born. The practice of eugenics aims to improve the genetic quality of a human population through selective breeding—encouraging reproduction for the “strongest” humans while discouraging reproduction for the “weakest” humans. Cultural, social, and scientific ideas of the late nineteenth-century informed how eugenicists identified desirable and undesirable genetic traits. According to these eugenicists, the “strongest” humans were typically white (from northern and western Europe), healthy, and wealthy. The “weakest” humans were typically non-white (or white from southern and eastern Europe), poor, physically or mentally disabled, or considered criminally or sexually “deviant.”

Learning cardinal directions and locating physical features using relative location- Made easy for first graders.-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.

Short Description:
This college-level open textbook covers the most salient environmental issues, focusing on terrestrial systems. Order a print copy: http://www.lulu.com/content/paperback-book/

Long Description:
This open textbook covers the most salient environmental issues, focusing on terrestrial systems. The text is designed for an introductory-level college science course. Topics include the fundamentals of ecology, biodiversity, pollution, climate change, food and energy production, and the waste stream.

This new edition is still being edited, and is not yet ready for print in a physical format. If you’re interested in a print edition, please contact Alex directly at GeddesA@LaneCC.edu

Word Count: 108412

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This module provides an introduction to plasmids, small circular DNA molecules that replicate independently of the host cell DNA. The module focuses on yeast overexpression plasmids, which have replication origins and selectable markers that allow them to be propagated in either bacteria or yeast. The plasmids also contain promoters that control expression of a cloned gene in Saccharomyces cerevisiae. In this module, students will:understand the various features that have been engineered into plasmids for experimental purposeslearn how the physical properties of plasmids are used in their purificationisolate plasmids from E. coli estimate plasmid concentration and purity using ultraviolet spectroscopyThis module is part of a semester-long introductory labortory course, Investigations in Molecular Cell Biology, at Boston College

A millennium and a half after the end of the period of its unquestioned dominance, Rome remains a significant presence in western culture. This book explores what the empire meant to its subjects. The idea of Rome has long outlived the physical empire that gave it form, and now holds sway over vastly more people and a far greater geographical area than the Romans ever ruled. It continues to shape our understanding of the nature of imperialism, and thus, however subtly, to influence the workings of the world. Unlike most works on Roman history, this book does not offer a simplistic narrative, with military triumph followed by decline and fall. Instead, it analyses the origins and nature of Roman imperialism, its economic, social and cultural impact on the regions it conquered, and its continuing influence in discussions and debates about modern imperialism.

(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.)

A woman in her 60s with a history of clear cell endometrial adenocarcinoma status post hysterectomy and chemotherapy, and breast cancer status post lumpectomy and radiation therapy, presented to her primary care physician with left eyelid droop. On physical exam, a nontender mass was palpated in the region of the left parotid. MRI of the brain showed no intracranial abnormality but identified an enhancing nodule in the deep portion of the left parotid gland, for which ENT evaluation was recommended.

(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.)

A 16-year-old right-handed male presented to an emergency room after suffering mild head trauma from a fall onto his head while intoxicated with alcohol. Physical examination revealed a healthy, inebriated male with no focal neurological deficit. The mother reported that her son had experienced excessive fatigue over the last three months. The patient's past medical, surgical and family history were all noncontributory.

(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.)

The patient is a 4 week-old male infant born at 41 weeks gestation via Cesarean section to a 26 year-old mother who received good prenatal care. Prenatal ultrasounds performed at 20 weeks and 40 weeks gestational age were unremarkable. The delivery was uneventful. On physical exam in the newborn nursery the baby was noted to have right cryptorchidism and a palpable right-sided abdominal mass.

This book provides an introduction to the discipline of aerospace structures and materials. It is the first book to date that includes all relevant aspects of this discipline within a single monologue. These aspects range from materials, manufacturing and processing techniques, to structures, design principles and structural performance, including aspects like durability and safety. With the purpose of introducing students into the basics of the entire discipline, the book presents the subjects broadly and loosely connected, adopting either a formal description or an informal walk around type of presentation. A key lessons conveyed within this book is the interplay between the exact science and engineering topics, like solid material physics and structural analysis, and the soft topics that are not easily captured by equations and formulas. Safety, manufacturability, availability and costing are some of these topics that are presented in this book to explain decisions and design solutions within this discipline.

This course covers the following topics: X-ray diffraction: symmetry, space groups, geometry of diffraction, structure factors, phase problem, direct methods, Patterson methods, electron density maps, structure refinement, how to grow good crystals, powder methods, limits of X-ray diffraction methods, and structure data bases.

Understanding accessible formats requires some background knowledge of the barriers many learners with disabilities experience when reading or accessing information in print-based and certain digital-based materials.

"Text-based" refers to materials with static or fixed text and images, such as textbooks and supplemental text materials. Both print and digital materials can be text-based. For example, an electronic textbook that replicates a standard print textbook is considered a text-based material.

Books in standard print are common examples of text-based materials. To successfully use print, learners need functional skills related to sensory, physical, and cognitive abilities. Some learners may have visual disabilities that make it difficult to see the text and images on the page. Other learners may be unable to hold printed materials because of a physical disability. Still others may be unable to read or derive meaning from the printed text because of a learning disability.

Certain digital materials also have text and images. Specifically, text-based digital materials are not consistently designed for use with assistive technology (AT). Some learners use AT to read and navigate text and images in digital materials. Screen readers, text to speech, and switches are a few examples of AT devices and software that learners with a wide range of disabilities use. To prevent barriers for learners who use AT, see Vetting for Accessibility.

Because of the frequent barriers presented by text-based materials, some learners with disabilities need alternative forms, known as accessible formats. Examples of accessible formats include audio, braille, large print, tactile graphics, and digital text conforming with accessibility standards.

The term accessible format is defined in section 121 of the Copyright Act, known as the Chafee Amendment:

Students see how different levels of surface tension affect water's ability to move. Teams "race" water droplets down tracks made of different materials, making measurements, collecting data, making calculations, graphing results and comparing to their predictions and the properties of each surface, determining which surface exhibits the highest (or lowest) level of surface tension with water. They apply their results to make engineering recommendations for real-world applications.

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.

A flood occurs when the flow rate in a river exceeds the capacity of a channel to transmit water downstream within its banks. How much water can a channel transmit? Answering this question requires measurements of channel and floodplain topography, coupled with the application of the physics of flow in channels. These complex concepts are embodied in the well-known Manning's Equation. In this unit, students evaluate the geometry of river channels and floodplains using LIDAR-derived data and compute the depths and velocities of flow rates within channels using Manning's equation.

(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 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.)

The patient is a 68 year-old Caucasian woman with a history of chronic intermittent diarrhea, acroparesthesias, inflammatory polyarthritis, tinnitus, asthma, osteoarthritis, hypothyroidism, Raynaud' s phenomenon, anemia with thrombocytosis, and atypical mycobacterial lung disease. She is status post Nissen fundoplication and right hip arthroplasty. She presents with complaints of polyuria and increased thirst. Physical exam reveals ankle edema.

Life is unique because of diversity. Take a look at a room full of children; no two will be alike.  What is the mechanism at the cellular level that causes this? Meiosis is the process of cell division that facilitates this process. During meiosis, special cells form for the purpose of reproduction.    In this seminar, you will learn how meiosis creates gametes with half the number of chromosomes of the parent cell, and you will explore the steps in cell division. The process of mitosis and meiosis are very similar, and you will need to reflect and differentiate between the two.   Additionally, you will be challenged to create physical models of the process while applying new understanding.  StandardsBIO.B.1.1.2 Compare and contrast the processes and outcomes of mitotic and meiotic nuclear divisions.