Learn how friction causes a material to heat up and melt. Rub two objects together and they heat up. When one reaches the melting temperature, particles break free as the material melts away. Arabic Language.

To combat the common misconception that all mutations have large effects on proteins, students experiment with the Protein Synthesis Simulation to learn about the relationship among DNA, codons, amino acids, and proteins. At first, students investigate a strand of DNA that includes all 20 amino acids. Then, they make guided changes to discover that sometimes a single change can stop most of the protein from being formed, while another change produces no noticeable affect at all. Next, they complete challenges to mutate a DNA strand, and conclude with a mini-research project on mutations.

In this hands-on activity students learn how a gene provides the instructions for making a protein, and how genes can cause albinism or sickle cell anemia. Simple paper models are used to simulate the molecular processes of transcription and translation. This activity can be used to introduce students to these topics or to reinforce student understanding. In addition, students evaluate the advantages and disadvantages of different types of models included in this activity.

The objective of this course is to introduce large-scale atomistic modeling techniques and highlight its importance for solving problems in modern engineering sciences. We demonstrate how atomistic modeling can be used to understand how materials fail under extreme loading, involving unfolding of proteins and propagation of cracks.
This course was featured in an MIT Tech Talk article.

In this activity, students investigate the simulated use of solid rocket fuel by using an antacid tablet. Students observe the effect that surface area and temperature has on chemical reactions. Also, students compare the reaction time using two different reactants: water and vinegar. Finally, students report their results using a bar graph.

Prologue: All too often current “CAD” text books concentrate too much on the software and not enough on the basic fundamental principles that are required to create a working industrial drawing. More and more college freshman enter the post-secondary arena knowing one or more cad software packages. A skilled instructor can rapidly get a group of students up to speed on whatever software package that is being used at that institution. However, over the last 25 years it has been my experience that many students only know the software…and not what to do with it. Now, this is not the fault of the technology education teachers in the secondary school system. They are most likely trained with a Charles Prosser philosophy that students leave high school with a set of skills grounded in meeting the needs of industry. However, since very few technology education teachers have actually spent any time in industry as a draftsman, designers, or engineers…the product they produce only knows “some” of what is required to be successful in the post-secondary arena. Make no mistake, this is not something done intentionally…it is simply the way “the American Education System” works. This document and the material contained within is being created to assist in both secondary and post-secondary educators who lack either the educational component of how to facilitate the required material…or more importantly, what that required material is.

Do you want to know more about atmospheric science? This course is designed to give both Meteorology and non-Meteorology students a comprehensive understanding of atmospheric science and the quantitative analytical tools to apply atmospheric science to their own disciplines. Students are introduced to fundamental concepts and applications of atmospheric thermodynamics, radiative transfer, atmospheric chemistry, cloud microphysics, atmospheric dynamics, and the atmospheric boundary layer. These topics are covered broadly but in enough depth to introduce students to the methods atmospheric scientists use to describe and predict atmospheric phenomena. The course is designed to be taken by sophomore meteorology students as well as by students in related disciplines who have an adequate mathematical and physical background.

Quantum information is the foundation of the second quantum revolution. With classical computers and the classical internet, we are always manipulating classical information, made of bits. On the other hand, quantum computing and quantum communication consist in the processing of quantum information, made of qubits.

Take away the hardware, and all quantum computers work the same way, through the clever manipulation of quantum information and entanglement. This course provides a deeper understanding of some of the topics covered in our Quantum 101 program, namely, the representation and manipulation of quantum information at the level of abstract quantum circuits. Specifically, single and multi-qubit gates and circuits are introduced, and basic algorithms and protocols such as quantum state teleportation, superdense coding, and entanglement swapping are discussed. The course also presents quantum gate sets, their universality, and compilations between different gate expressions. These concepts are then made concrete with the Quantum Inspire simulator (a cloud-based quantum computing platform, created and maintained by QuTech at TU Delft), and the physics and operations with spin qubits will be detailed. The course concludes with an examination of quantum supremacy and near-term quantum devices, also known as "noisy-intermediate scale" (NISQ) quantum computing.

The course is a journey of discovery, so we encourage you to bring your own experiences, insights and thoughts to discuss on the forum!

This course is authored by experts from the QuTech research center at Delft University of Technology. In the center, scientists and engineers work together to drive research and development in quantum technology. QuTech Academy's aim is to inspire, share and disseminate knowledge about the latest developments in quantum technology.

Colorful foam sheets are used in a classroom or lab setting to help students understand the concept of strike and dip. To prepare for this exercise, students should be introduced to the basic concepts in a short lecture beforehand, and perhaps shown diagrams to give them a general idea of what the terms mean. The instructor will need to identify the N,S,E,W directions in the classroom; it is usually helpful to post sheets with this information and attach it to the walls. The students are then asked to use their sheets of foam to simulate the orientation of beds that are have a specific strike and dip. Once that has been mastered, the exercise can be expanded and students can be asked to demonstrate the trend and plunge of simple folds.

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Course Description:GEO 212. Introduction to Meteorology (4 credit hour). Physical and chemical conditions that regulate global weather phenomena. Includes structure of the atmosphere, temperature, humidity, air pressure and winds, the development of weather systems, tornadoes and hurricanes, and the parameters that affect local and global climate. Laboratory includes image interpretation, field observation and prediction. This is formatted as an 8 week/module course.Learning Outcomes:1. Describe the origin and structure of the earth and its atmosphere. (1, 7)2. Use scientific reasoning to explain the relationship between the earth and sun and how solarand terrestrial radiation affects temperature, air pressure and wind patterns. (1, 2, 7, 8)3. Explain the role of heat, moisture and winds in generating clouds, precipitation and severeweather. (2-6, 8)4. Model major atmospheric circulation systems and oscillations. (1-8)5. Describe climatic regions and assess climate change predictions. (1-8)6. Interpret meteorological data to predict weather conditions. (1-8) 

Globally increasing temperatures are likely to have impacts on terrestrial, aquatic and marine ecosystems that are difficult to manage. Quantifying impacts worldwide and systematically as a function of global warming is fundamental to substantiating the discussion on climate mitigation targets and adaptation planning. Here we present a macro-scale analysis of climate change impacts on terrestrial ecosystems based on newly developed sets of climate scenarios featuring a step-wise sampling of global mean temperature increase between 1.5 and 5 K by 2100. These are processed by a biogeochemical model (LPJmL) to derive an aggregated metric of simultaneous biogeochemical and structural shifts in land surface properties which we interpret as a proxy for the risk of shifts and possibly disruptions in ecosystems.

Our results show a substantial risk of climate change to transform terrestrial ecosystems profoundly. Nearly no area of the world is free from such risk, unless strong mitigation limits global warming to around 2 degrees above preindustrial level. Even then, our simulations for most climate models agree that up to one-fifth of the land surface may experience at least moderate ecosystem change, primarily at high latitudes and high altitudes. If countries fulfil their current emissions reduction pledges, resulting in roughly 3.5 K of warming, this area expands to cover half the land surface, including the majority of tropical forests and savannas and the boreal zone. Due to differences in regional patterns of climate change, the area potentially at risk of major ecosystem change considering all climate models is up to 2.5 times as large as for a single model.

Students observe cloud type and coverage, as well as other weather conditions over a five-day period and correlate these observations. Students make and test predictions using these observations.

In this open-ended, hands-on activity that provides practice in engineering data analysis, students are given gait signature metric (GSM) data for known people types (adults and children). Working in teams, they analyze the data and develop models that they believe represent the data. They test their models against similar, but unknown (to the students) data to see how accurate their models are in predicting adult vs. child human subjects given known GSM data. They manipulate and graph data in Excel® to conduct their analyses.

The simulation beeps each time the ball passes one of the vertical red lines. Just like the bells on Galileo's ramp, the positions of three of the vertical red lines can be adjusted. The first line and the last line are fixed in place, but the sliders allow you to adjust the positions of the second, third, and fourth lines. Move the lines around until the beeps occur at regular time intervals (make sure the sound is on, on your computer or mobile device).

This course is built around practical instruction in the design and analysis of non-­digital games. It provides students the texts, tools, references, and historical context to analyze and compare game designs across a variety of genres. In teams, students design, develop, and thoroughly test their original games to better understand the interaction and evolution of game rules. Covers various genres and types of games, including sports, game shows, games of chance, card games, schoolyard games, board games, and role-­playing games.

This resource consists of a Java applet and expository text. The applet simulates a random sample from a gamma distribution, and computes standard point estimates of the shape and scale parameters. The bias and mean square error are also computed.

This resource consists of a Java applet and expository text. The applet simulates the time of the k'th arrival in a Poisson process. The arrival number k and the rate of the Poisson process can be varied. The applet illustrates the gamma distribution and a special case of the central limit theorem.

In this interactive simulation, students can explore global CO2 emissions displayed by different continents/countries and plotted based on the GDP. A map view is also accessible.

This highly visual model demonstrates the atomic theory of matter which states that a gas is made up of tiny particles of atoms that are in constant motion, smashing into each other. Balls, representing molecules, move within a cage container to simulate this phenomenon. A hair dryer provides the heat to simulate the heating and cooling of gas: the faster the balls are moving, the hotter the gas. Learners observe how the balls move at a slower rate at lower "temperatures."

Explore how a particle model of gases works to predict the behavior of a syringe under various conditions.