In this activity, students use a set of photographs and a 3-minute video on weather to investigate extreme weather events. They are posed with a series of questions that ask them to identify conditions predictive of these events, and record them on a worksheet. Climate and weather concepts are defined.

In this lesson, students will investigate how light rays reflect from the surface of an object and allow us to see the object by viewing several small items inside a black bag with and without the use of a light source. Students will work collaboratively on an online simulation to control the path of light in order to illuminate objects. Students will construct a model to describe how an object can be seen when light reflected from its surface enters the eye. This lesson results from the ALEX Resource Gap Project.

If you haven’t discovered already, there are myriad open resources that exist. Often the trouble lies in locating those that fit precisely what you need. Washington State Board for Community and Technical Colleges has collected these resources by category with the intent of making the search process more efficient and effective.

The following are included for each module Student’ learning outcomes, vocabulary items, cultural component, reading, grammatical structures, pronunciation, and audio transcripts ( to give instructors flexibility to use their own voice recording). Activities (and testing) proposed for each include: vocabulary, grammar exercises, cultural perspectives, reading comprehension. For each writing (French composition) and oral proficiency practice, there is a corresponding grading rubrics.

Welcome to the El Camino College EMT program! Emergency Medical Technicians are professional medical responders that work to help ill and injured patients in various emergency field and clinical settings. EMT principles that are covered throughout this course include, but are not limited to: leadership, followership, communication, safety, situational awareness, basic life support (BLS), patient assessment and professionalism. EMT students learn about the practices and procedures for treating medical illnesses and traumatic injuries through facilitated discussion, skills lab, simulations, scenarios and field experience. Students who successfully complete all 170 hours with an overall grade of 80% (B) or better will qualify to take the NREMT test for certification. Once the NREMT is completed, the student would be eligible for a state EMT license.

Welcome to the El Camino College EMT program! Emergency Medical Technicians are professional medical responders that work to help ill and injured patients in various emergency field and clinical settings. EMT principles that are covered throughout this course include, but are not limited to: leadership, followership, communication, safety, situational awareness, basic life support (BLS), patient assessment and professionalism. EMT students learn about the practices and procedures for treating medical illnesses and traumatic injuries through facilitated discussion, skills lab, simulations, scenarios and field experience. Students who successfully complete all 170 hours with an overall grade of 80% (B) or better will qualify to take the NREMT test for certification. Once the NREMT is completed, the student would be eligible for a state EMT license.

 MobileFuture tensesThere are several different ways in English that you can talk about the future. This page is an introduction to the most important ones:- Predictions/statements of fact- Intentions- Arrangements- Scheduled events Predictions/statements of factThe auxiliary verb will is used in making predictions or simple statements of fact about the future. The sun will rise at 6.30 tomorrow.Lunch break today will be 10 minutes longer than usual.In the year 2050 all students will have their own computers in school.If you help me, I will help you.Do you think she will come soon?You won't pass your exams if you don't start working harder.I know my parents won't let me go to the party.Will it snow for Christmas?I know she's sick, but will she be back in school tomorrow?  IntentionsThe auxiliary verb going to is used in talking about intentions. (An intention is a plan for the future that you have already thought about.) We're going to buy a new car next month.I'm going to work in a bank when I leave school.In the new year I'm going to stop eating so much junk.He's not going to go to the dance. He's got too much work.I'm not going to watch TV until my science project is finished.Are you going to play basketball after school?What are you going to have for lunch today? Note: going to is often used in the past tense to talk about an unfulfilled intention. Examples: I was going to study for my grammar test, but I had no time. / He was going to call you, but he couldn't find his mobile phone. / My grandmother was going to visit us, but she fell and broke her arm. ArrangementsThe present continuous tense is used in talking about arrangements. (An arrangement is is a plan for the future that you have already thought about and discussed with someone else.) I'm meeting my mother at the airport tomorrow.Our grandparents are visiting us this Christmas.Sorry, I can't stay after school today; I'm playing tennis with Jun-Sik.My sister's going to the dentist tomorrow.I'm not returning home for the holidays, so I can come to your party after all!Are you doing anything on Sunday morning?Do you know if he is going to the dance with Maiko next week?  Scheduled eventsThe present simple tense is usually used to refer to future events that are scheduled (and outside of our control). Hurry up! The train departs in 10 minutes.I leave Frankfurt at 5 o'clock in the morning and arrive in New Yorkat midnight the next day.She has an appointment with the headmaster after school today.There's no need to hurry. The train doesn't leave for another 30 minutes.When does the meeting begin? .

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Diarrhea is common among calves and causes huge losses to the global cattle industry. Fecal microbiota transplantation (FMT) is one promising approach to prevent and treat calf diarrhea. However, achieving success with FMT is difficult because of farm management differences, a lack of good donors, and the difficulty of recipient selection. To guide more effective FMT, a recent study investigated factors related to FMT success or failure in 20 donor–recipient pairs. The overall success rate for diarrhea improvement was 70%. Selenomonas bacteria were found in both donors and recipients when FMT was successful, suggesting that Selenomonas may be a biomarker of donor–recipient compatibility, and Sporobacter was identified as a potential biomarker for good donor selection. Pairs of correlations between specific microbial taxa and metabolites were also linked to success, and low levels of pre-FMT glycerol 3-phosphate, dihydroxyacetone phosphate, and isoamylamine were predicted to facilitate good results..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

The Fair model web site includes a freely available United States macroeconomic econometric model and a multicounty econometric model. The models run on the Windows OS. Instructors can use the models to teach forecasting, run policy experiments, and evaluate historical episodes of macroeconomic behavior. The web site includes extensive documentation for both models. The simulation is for upper-division economics courses in macroeconomics or econometrics. The principle developer is Ray Fair at Yale University.

In this unit, students explore synthetic media by creating a smartphone app that can speak in different voices by changing the rate and pitch of the speech. Students work in groups to present arguments about the possible future impacts of various types of deepfake media, including ones in commerce and assistive technology as well as those used in crime.

Educators can use this lesson to introduce students to coding, provide a basic understanding of artificial intelligence and machine learning, and prompt students to predict the possible future use and abuse of synthetic media in society.

In this article, we accomplish two things. First, we show that despite empirical psychologists’ nominal endorsement of a low rate of false-positive findings (≤ .05), flexibility in data collection, analysis, and reporting dramatically increases actual false-positive rates. In many cases, a researcher is more likely to falsely find evidence that an effect exists than to correctly find evidence that it does not. We present computer simulations and a pair of actual experiments that demonstrate how unacceptably easy it is to accumulate (and report) statistically significant evidence for a false hypothesis. Second, we suggest a simple, low-cost, and straightforwardly effective disclosure-based solution to this problem. The solution involves six concrete requirements for authors and four guidelines for reviewers, all of which impose a minimal burden on the publication process.

In this activity, students use theoretical knowledge about family stress theories to analyze family vignettes and make predictions about the level of risk or resilience each family might have should a natural disaster occur. To increase resilience, risk communication strategies are discussed.

(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.)

Play with a bar magnet and coils to learn about Faraday's law. Move a bar magnet near one or two coils to make a light bulb glow. View the magnetic field lines. A meter shows the direction and magnitude of the current. View the magnetic field lines or use a meter to show the direction and magnitude of the current. You can also play with electromagnets, generators and transformers!

Sign up for a free account on the Gizmo website (https://www.explorelearning.com/index.cfm?method=Controller.dspFreeAccount) for free access to two simulations that were collaboratively developed by the teams at Explore Learning and the Wisconsin Fast Plants Program of the University of Wisconsin-Madison. These simulations replace those previously available on our website that were developed nearly two decades ago and no longer function on modern operating systems. Fast Plants Gizmos were created as a collaboration between ExploreLearning and the Wisconsin Fast Plants Program of the University of Wisconsin-Madison. They weredesigned to support many of the experiments that students can do using Fast Plants seeds and plants. By using these Gizmos in combination with firsthand experiences growing Fast Plants, students can compare simulated growth, development and reproduction with observations of living Fast Plants. In addition, the Gizmos genetic simulation makes it possible for students to gather data from a significantly larger plant population than is typically grown in classrooms. These Gizmos also stand alone, supporting topics both in plant life cycles and Mendelian genetics and can be used by any student. Simulation, Simulations, Genetics, Inheritance

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Researchers from Japan and Massachusetts have devised a new way to estimate induction motor speed. Typically difficult to achieve for an object constantly in motion, that ability could lead to the construction of more efficient electric motors. Numerous industries literally run on induction motors. These electromagnetic engines are found in everything from small toys and appliances to giant construction equipment. One big improvement made to induction motor design in recent decades was the removal of the encoder—a fragile sensor that keeps tabs on the position and speed of the shaft during operation. Despite boosting engine efficiency and reducing size, this sensorless design can put performance at risk when trying to ensure smooth operation. And although indirect estimation methods have been developed, many are found to be lacking. Some, for example, assume rotor speed to be a constant parameter—which is hardly the case in practice..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Learn how monetary policy works by taking charge of a simulated economy or learn how the federal reserve influences the US economy through this boards monetary policy media center.

All of us have felt sick at some point in our lives. Many times, we find ourselves asking, "What is the quickest way that I can start to feel better?" During this two-lesson unit, students study that question and determine which form of medicine delivery (pill, liquid, injection/shot) offers the fastest relief. This challenge question serves as a real-world context for learning all about flow rates. Students study how long various prescription methods take to introduce chemicals into our blood streams, as well as use flow rate to determine how increasing a person's heart rate can theoretically make medicines work more quickly. Students are introduced to engineering devices that simulate what occurs during the distribution of antibiotic cells in the body.

This is a hands-on inquiry activity using zip-lock plastic bags that allows students to observe the process of fermentation and the challenge of producing ethanol from cellulosic sources. Students are asked to predict outcomes and check their observations with their predictions. Teachers can easily adapt to materials and specific classroom issues.

This exercise introduces students to the concept of temporal and spatial fidelity, to the different types of fossil assemblages, and how the taphonomic characteristics of an assemblage can be used to assess the relative state of fidelity. The exercise is suitable when introducing the discipline of taphonomy, typically covered near the beginning of a course in paleontology or paleobiology.

Because most universities lack appropriate collections of fossils, particularly collections from assemblages with unusual states of preservation, this exercise provides digital images of fossils from a Middle Devonian obrution deposit (or smothered assemblage) found within thin bedded limestones of the Hamilton Group of western New York State.

Students are asked to make predictions concerning the relative states of preservation likely to be found in life assemblages (biocoenoses) and death assemblages (thanatocoenoses and taphocoenoses). A biocoenosis is an assemblage that contains virtually all of the species that existed when the community was alive. A thanatocoenosis is a death assemblage where all the fossils represented existed within the community, but not all community members are present as fossils (species are missing). Finally, a taphocoenosis is an assemblage where not all species present in the community are represented as fossils, and not all the fossil species within the assemblage lived in the community (i.e., there is temporal or spatial mixing). Students are then presented with a PowerPoint presentation of the Hamilton Group strata, the limestones possessing the unusual fossil assemblage, and finally images of fossils with their preservational characteristics highlighted. The slides are annotated to provide observational descriptions and not interpretations. The exercise works best with students working in small groups with each group supplied with a laptop containing the PowerPoint presentation. Finally, each group is asked to interpret the assemblage type represented (bio-, thanato-, or taphocoenosis) and present a cogent argument citing supportive preservational evidence. (Because the assemblage is created through obrution, the assemblage is correctly interpreted as a thanatocoenosis â the fossils present were found within the community with many individuals preserved in life position and with behaviors represented; not all species in the community, however, are preserved as fossils.)

If time allows, students could be asked to make predictions concerning the preservational characteristics expected for each assemblage type in advance of the exercise. (A table is attached that I use to help frame their predictions.) Their interpretation and evidential argument could be written up as a short essay. I've asked students to do this individually and other times as a collaborative writing assignment for the group.

Once the correct assemblage interpretation is revealed to the students, they could be asked to speculate about the mechanism leading to this style of preservation (i.e., recognizing it as an obrution deposit). A few figures are provided that are helpful in explaining obrution.

The following files are uploaded as supportive teaching materials:
1. Discussion Assemblage Types.doc: Notes to guide a discussion to acquire predictions for taphonomic characteristics for each assemblage type.
2. Fossil Assemblages Exercise.ppt: PowerPoint presentation that describes the unknown fossil assemblage.
3. Exercise Assemblage Fidelity Assignment.doc: The handout provided students describing the exercise.
4. Obrution Deposits.ppt: PowerPoint presentation explaining obrution deposits.