(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En el módulo 1 de grado 8, los estudiantes amplían su conocimiento básico de exponentes enteros positivos y prueban las leyes de los exponentes para cualquier exponente entero. A continuación, los estudiantes trabajan con números en forma de entero multiplicado por un poder de 10 para expresar cuántas veces es uno que el otro. Esto lleva a una explicación de la notación científica y el trabajo continuo que realiza operaciones en números escritos de esta forma.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In Grade 8 Module 1, students expand their basic knowledge of positive integer exponents and prove the Laws of Exponents for any integer exponent.  Next, students work with numbers in the form of an integer multiplied by a power of 10 to express how many times as much one is than the other.  This leads into an explanation of scientific notation and continued work performing operations on numbers written in this form.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2023. This document is a student-friendly self-assessment activity for Advanced Low world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that world language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions or concerns.  

This virtual field trip takes students to the site of a local groundwater controversy in Gallatin Valley, Montana. Students virtually travel through seven stops which highlight the groundwater hydrology, local geology, geologic history of the valley and local groundwater policy. During the virtual field trip, students are asked to role-play as geologists hired to evaluate the area. Ultimately, they are asked to formulate an argument for or against the development of a nearby subdivision and to support that argument with evidence they gathered on the virtual field trip. Evidence may include observational field notes, hypotheses and questions regarding the geology and geohydrology of the area as well as limited hydrological data. Students must produce a final report discussing the decision they made as a consulting geologist. Reports should include a well-supported argument using the data and information collected during the virtual field trip. This virtual field trip gives students an opportunity to explore a local dispute regarding groundwater and learn how geology, geohydrology and scientific data are involved in policy issues.

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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:

"Host-microbiome interactions are a critical component of host health, and plants have a particularly complex relationship with their microbiomes. Understanding these functional relationships will allow us to predict, and even influence, host fitness. Many ‘-omics’ techniques have been developed, and each is a powerful tool solo, but combining them opens the door to a more holistic, systems-level understanding. This strategy, called holo-omics, requires careful experimental design and faces several challenges as a field. First, it currently lacks well-tested analytical frameworks. Second, there is a need for freely available, specialized bioinformatics tools, as most focus on just one data source and don't integrate host and microbe data. Lastly, the heterogeneous nature of holo-omics data requires a wide range of expertise - including plant biologists, microbe experts, statisticians, and computational biologists..."

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

This quick tour provides a brief introduction to BioSamples data resource, the EMBL-EBI resource that stores and supplies descriptions and metadata about biological samples.

By the end of the course you will be able to:
Describe the role of BioSamples
Navigate the BioSamples website
Describe where to find out more about BioSamples

In this interdisciplinary lesson about solar and lunar eclipses, students will model and determine the difference between the two eclipses. It involves components of the Sun- Earth- Moon system with NASA resources, hands-on inquiry, and observational data. This lesson results from a collaboration between the Alabama State Departments of Education and ASTA.

This course provides an introduction to theory and data designed to meet the needs of students interested in economic science. It provides an introduction to consumer choice, the theory of the firm, and general equilibrium models, with an overview of the main results and tools used in studying these topics, both directly in economics and indirectly in various other fields.

This is a sequence of assignments for my Structural Geology course that guides students through the process of critically reading and analyzing scientific journal articles. For each article, I outline the general questions they should try to answer as they read any journal article, then give specific versions of each of those questions for the particular article assigned. For the last article, I leave it to the students to figure out what the specific versions of the questions would be for that article. The general questions are:

1. What basic research question are the authors trying to answer?
2. What makes that research question significant? (That is, why try to answer that question? Why does it matter?)
3. What data did the authors collect?
4. What is the authors' interpretation of their data?
5. Do you think that the data they collected supports their conclusions? Why or why not?

While the handouts below are specific to the articles we read in my class, these questions could be re-framed for any scientific journal articles that you would like your students to read and understand.

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In this problem set the students use two different equations to calculate a conductive geothermal gradient using a spreadsheet program like Excel. Once they have the geothermal gradient plotted, they are asked to experiment with and comment on the model by changing parameters (e.g. mantle heat flow, thermal conductivity). There is a mix of specific, fill in the blank questions and open-ended questions. This problem set helps develop quantitative problem solving skills using a spreadsheet as a tool, and forces students to think about thermal constraints during igneous and metamorphic processes.

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This exercise is centered around a suite of rocks from the Sierra Nevada batholith. The activities are designed to give petrology students a capstone experience for the igneous portion of the upper-level Petrology course. Students are given thin sections with hand samples, a map and a table of geochemical analyses (in Excel format) and asked to record hand-sample and thin section observations with the idea that these will be used to understand processes that were active during batholith generation. By the time they encounter this lab, the students have spent at least 7 lab periods looking at a variety of igneous rocks and their textures. Because students are given geochemical analyses, they are also expected to experiment with the use of graphs (e.g., Harker and spider diagrams) to better understand tables of geochemical analyses. The students use observations about rocks and geochemistry to build a coherent story around these rocks; the final product is a short paper in which they use petrographic observations and geochemical diagrams to back up their interpretations.

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Spreadsheets Across the Curriculum module. Students use allometric relationships to calculate tree mass from trunk diameter in a stand of trees in the Pacific Northwest.

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SSAC Physical Volcanology module. Students build a spreadsheet for an iterative calculation to find volume of bubbles and hence porosity, permeability and gas escape as a function of depth.

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On July 4th, 1997, Mars Pathfinder landed at the mouth of Ares Vallis, a large channel that drains into the Chryse Planitia basin. While there remains a great deal to debate about the origin of the channels, one of the leading hypotheses at present is the idea that these features are the result of catastrophic flooding. If this is correct, then the plains where Pathfinder landed may be rich in debris eroded out of the Martian highlands across which the Ares Vallis channel passes, providing a golden combination -- a relatively safe landing site which still provides access to a wide variety of different rock types. [If you would like to learn more about the many Pathfinder results, explore the April, 1999 and January, 2000 issues of the journal Journal of Geophysical Research -- Planets (the green one) in the library.]

For the sake of this lab assignment you will hypothesize that the Ares Vallis and associated deposits were indeed produced by catastrophic flooding, and will use the information at your disposal to learn all you can about the putative flooding event.

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Sonar technology allowed scientists to produce high-resolution maps of the sea floor for the first time. This sonar demonstration uses a Human Sound Wave to image the "sea floor" in a lecture hall. In doing so, students can see two-way travel times collected and plotted in real time. Students also evaluate sources of error that can be applied to a real sonar device.

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Question
Over the last 70 million years or so, the Hawaiian Hot Spot has been pumping out lava, a total of about 775,000 km3 worth. As the Pacific Plate has moved over the hot spot, the volcanic peaks and plateaus of the Hawaiian-Emperor seamount chain have formed. If all of that lava had erupted in California, how deeply would California be buried in lava?

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This online set of activities help students learn properties of ocean waves, wind-wave relationships and properties of tsunamis.

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This module addresses the problem of how to determine the size of a ton of rocks of a given composition and invites the student to figure out how to solve the problem.

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Students are asked to match up each of the Stooges with their favorite group and species of dinosaur based on clues given from different perspectives.

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Students explore the science of microbial fuel cells (MFCs) by using a molecular modeling set to model the processes of photosynthesis and cellular respiration—building on the concept of MFCs that they learned in the associated lesson, “Photosynthesis and Cellular Respiration at the Atomic Level.” Students demonstrate the law of conservation of matter by counting atoms in the molecular modeling set. They also re-engineer a new molecular model from which to further gain an understanding of these concepts.

This document includes two activities related to earthquake base isolation. Learners explore earthquake hazards and damage to buildings by constructing model buildings and subjecting the buildings to ground vibration (shaking similar to earthquake vibrations) on a small shake table. Base isolation a powerful tool for earthquake engineering. It is meant to enable a building to survive a potentially devastating seismic impact through a proper initial design or subsequent modifications. The buildings are constructed by two- or three-person learner teams.

(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.)