In the first video, we present a biological circuit topology from Ma, Trusina, El-Samad, Lim, and Tang, "Defining network topologies that can achieve biochemical adaptation," Cell, 138: 760-773 (2009). This topology supports adaptation, which is not the absence of change in response to stimulation/stress, but, instead, the ability to produce delayed compensation for those changes. In the second video, we summarize the method of almost linear stability analysis used to solve for the dynamics of this example system.

When a function depends on multiple independent variables, the curly-d symbol denotes slopes calculated by jiggling only one independent variable at a time. This is a multivariable cousin to the derivative. We use this notation in future sections to keep track of how molecules are generated or degraded by different reactions.

The quadratic formula is easy to solve, yet sufficiently sophisticated that it provides insight into oscillations of masses connected by springs, as well as insight into chemical bonds between atoms. The purpose of this video is to illustrate what it means to find the "zeros" or "roots" of the quadratic equation, both using a graphical description, as well as by analytically completing the square to obtain the famous quadratic formula.

Students will encounter the concept of a distribution, along with parameters that describe a distribution's "typical" values (average) and a distribution's spread (variance). To understand simple distributions and uncertainty propagation in the coming sections, it is necessary to be familiar with the concept of statistical independence. When two variables fluctuate independently, their covariance vanishes, and the variance of their sum is the sum of their variances.

The first video segment presents a "freemium" business model as a motivating example. The second and third segments provide mathematical background on vectors, vector spaces, operators, and representations. Using this theoretical foundation, we solve for the dynamics of the example business using eigenvalue-eigenvector analysis.

Using the complex exponentials described in the previous video, we show how oscillating systems can be modeled using "rotation matrices." One strategy for determining whether a dynamical system supports oscillations is to look for complex eigenvectors and eigenvalues.

These activities highlight Native American games that build body and spirit through exercise. Washington Physical Education standards seen in these activities are identified. Though written here with an eye towards elementary level students, these games are played by all ages.Consultation, review, and feedback of the Native American Games unit was provided by: Rachel Sullivan-Owens, Jamestown S’Klallam Tribe Cultural Coordinator and Cindy Kelly, Lower Elwha S’Klallam Tribe WSSDA Tribal Ambassador.

This spikeball unit from SHAPE Washington provides lessons for students in Year 1 and 2 of physical education. The activities are designed for high school and meet a variety of grade specific outcomes that align with state learning standards.Lesson adaptations are suggested that incorporate inclusionary activities and meet the needs of students with disabilities.

Students take what they've learned through chapter one, and develop an app of their own design that uses the board to output information.

In this final project for the course, students team to develop and test a prototype for an innovative computing device based on the Circuit Playground. Using the inputs and outputs available on the board, groups will create programs that allow for interesting and unique user interactions.

By the end of this unit teachers should be able to:

Technological literacy 5- (a) Integrating the activity of using computer labs in teaching activities on a continuous basis.

Technology Literacy 5- (b) Work to manage the process of using complementary information and communication technology resources with individuals and small groups of students in the regular classroom so that other educational activities in the classroom are not disrupted.

Deepening knowledge 5- (a) Placing and organizing computers and other digital resources in the classroom so that learning activities and social interactions are supported and enhanced among the classroom students.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

محو الأمية التكنولوجية 5- (أ) تكامل نشاط استخدام معامل الكمبيوتر في الأنشطة التعليمية بشكل مستمر.

محو الأمية التكنولوجية 5- (ب) العمل على إدارة عملية استخدام موارد تكنولوجيا المعلومات والاتصالات التكميلية مع الأفراد والمجموعات الصغيرة من الطلاب في الفصول الدراسية العادية حتى لا تتعطل الأنشطة التعليمية الأخرى في الفصل.

تعميق المعرفة 5- (أ) وضع وتنظيم أجهزة الكمبيوتر والموارد الرقمية الأخرى في الفصل الدراسي بحيث يتم دعم وتعزيز الأنشطة التعليمية والتفاعلات الاجتماعية بين طلاب الفصل.

This is a calculus-based physics textbook meant for the type of freshman survey course taken by engineering and physical science majors, or for AP Physics C. It uses a nontraditional order of topics, with energy coming before force. For instructors who prefer the traditional sequence, there is a drop-in replacement for ch. 0-4, Mechanics, that covers force before energy. My text for the type of course usually taken by biology majors is Light and Matter.

This presentation provides an introduction to physical activity and its influence on obesity, insulin resistance and diabetes type 2. Furthermore we’ll talk about how we can measure body fat distribution, insulin sensitivity and insulin resistance.

Course responsible: Associate Professor Signe Sørensen Torekov, MD Nicolai Wewer Albrechtsen & Professor Jens Juul Holst

In this lab, students map extensional crack arrays, at full-scale, using long pieces of inexpensive craft paper and markers. I had previously tried this lab having students draw at a reduced-scale in their field notebooks; they seemed to focus on dealing with the scale factor, rather than recognizing patterns. Mapping at full scale obviates this problem. Students then highlight or color segments of their maps to emphasize the patterns they recognize; e.g., zones of right-stepping cracks; zones of left-stepping cracks; relay ramp crack connections, strike-slip fault connections, etc. Students work in groups of two. In addition to the maps, I ask them to draw one cross-section and to think about and talk about the underlying kinematics and dynamics. We then lay out all of the maps on the ground, then walk through and discuss them group-by-group. Each group talks the class through the descriptive, kinematic, and dynamic (sometimes speculative) aspects of their "study area".

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Double affine Hecke algebras (DAHA), also called Cherednik algebras, and their representations appear in many contexts: integrable systems (Calogero-Moser and Ruijsenaars models), algebraic geometry (Hilbert schemes), orthogonal polynomials, Lie theory, quantum groups, etc. In this course we will review the basic theory of DAHA and their representations, emphasizing their connections with other subjects and open problems.

This group activity engages students in the calculation of absorption spectra. It is appropriate for any course covering the baseline mathematical concepts of atomic spectra, including chemistry, physics, astronomy, and related courses.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.

The fundamental concepts of inorganic chemistry including the physical and chemical properties of matter, atomic structure, chemical bonding, stoichiometry, the gas laws, solutions, acids and bases, redox reactions, and chemical equilibria. All course content created by Patricia Richard. Content added to OER Commons by Joanna Gray.

This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.

This is part of a series of six documents from Mount Vernon School District educators that provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and strategies.