This remote learning lab manual was created to guide students in 200-level introductory/general physics courses toward meeting the first outcome in the science category of the Associate of Arts Oregon Transfer Degree:

Gather, comprehend, and communicate scientific and technical information in order to explore ideas, models, and solutions and generate further questions.

The lab design goal was to adapt existing F2F labs (already aligned to AAOT science outcome #1) for a remote learning environment without abandoning the pedagogical advantages provided by combining guided inquiry methods with specialized physics education equipment, such as digital sensors and unique demonstration apparatus. Therefore, many of the labs contain embedded videos of experiments being performed and links to open-access Google spreadsheets containing the data produced by equipment during the experiments. In many cases overlay effects have been added to videos to provide additional experimental parameters, direct students’ attention to important occurrences, or and assist with understanding of the experimental methods. The data in the spreadsheets has been edited to remove irrelevant data (e.g. acceleration data automatically collected by lab software before the release of a moving fan cart).
Students gain experience with well established physics concepts by applying them to create models used to make predictions. The need for assumptions in creating a model is explicitly addressed and students are asked to think critically about the affect of various assumptions on the validity of models in different situations. As in research science, experimental data are analyzed in order to produce results for comparison to prediction. Students are asked to think critically about differences between predictions and results in the context of model assumptions and measurement uncertainty

What are the most effective methods to study for a test? What are the meanings of dreams? How do illusions work? With whom are you most likely to fall in love? These are just a few of the questions that have been asked by psychologists since the birth of the field as an area of scientific research in the 1870’s. This text surveys the basic concepts, theories, and pivotal findings over the past 100 years in the science of Psychology, with special emphasis on contemporary concepts and findings focused on the relation of the brain to normal and pathological behaviors. Psychology has long evolved past the psychodynamic influence to include biological, social, learning, motivational, and developmental perspectives, to name a few. Contemporary psychologists go beyond philosophical or anecdotal speculation and rely on empirical evidence to inform their conclusions. Similarly, readers will push beyond pre-existing schemas and misconceptions of the field of psychology to an understanding of contemporary quantitative research methods as they are used to predict and test human behavior.

In this lesson students will learn about function machines and the data they generate.

The aim of the course has always been a practical one. We want to give students practice in performing the commonest techniques in molecular biology and genetic engineering as well as providing a good basic understanding of how the techniques worked. Though you won’t be doing the wet lab part of the course this semester, you will get some experience via simulations and other “lab exercises” and you will get plenty of experience in planning and designing constructs to answer biological questions. Part of our aim is to prepare students for a career in genetic engineering and this hasn’t changed.

Lesson Plan Format Date:   1/29/18                                                Grade Level: 9th Concept: Genetic Traits and Heredity Objectives:Students will recognize that traits are inherited from parents.Students will demonstrate that sexual reproduction produces variation in their genotypes and phenotypes.Students will be able to define the difference between genotype and phenotype.Students will be able to predict the genotype and phenotype of offspring given the parents alleles.Students will be able to distinguish between dominant and recessive alleles.Introduction:            We previously learned the difference between recessive and dominant alleles and how those can affect the genotypes and the phenotypes. Dogs have phenotypes based on the color of their fur and the length of their fur. Take into consideration that you have a litter of puppies with a mother dog that’s Brown with the genotype bb and a father dog that’s Black with genotype Bb. Vocabulary:Heredity—the passing on of physical or mental characteristics genetically from one generation to another.Dominate allele—An allele or a gene that is expressed in an organism's phenotype, masking the effect of the recessive allele or gene when present.Recessive allele—An allele that produces its characteristic phenotype only when it’s paired allele is identical.Genotypes—The genetic constitution of an individual organism.Phenotypes—The set of observable characteristics of an individual resulting from the interaction o its genotype with the environment.Homozygous—A set of alleles that are different from each other.Heterozygous—A set of alleles that are identical to each other.Punnett Square—A type of grid used to show the gametes of each parent and their possible offspring. Body of Lesson:As a class, I will provide the class two examples on the board and ask the class as one group to answer which square looks to be correct. Next I will ask the students to split into groups of two, I will give parent alleles and ask the groups to solve what the offspring’s genotypes and phenotypes will be. They will come to the board and put the answers that the group got. Finally on their own, using the alleles of the parent dogs, find what alleles, genotypes, and phenotypes of the puppies will be. The alleles for the fur color are B for the dominant allele and b for the recessive allele. Black fur is a dominant and brown is recessive. Using the parents from the introduction find the percentage for what the offspring will possible look like if the litter was composed of four puppies.Accommodations/Modifications:For ELL students I will have the paperwork printed in their native language. So they will get the instructions written in their language they understand best and I will ask them to write in English for their answers.For diverse learners I will provide different organisms or examples based on their background that I have gather through out the year to better relate the topic to the students. Examples if they have a cat I will explain to them that the animals can be cats instead of dogs.For different learning styles, depending on the type of learners in the classroom I will modify the lesson based on the amount of learners in my class. Such as if I have a lot of kinetic and visual learns I will use colorful cards to show the movement of alleles into the offspring, for auditory I will show them alleles pairing up in a video, and for reading/writing I will provide examples of the offspring on the board. For special need students I will provide the students with pictures with the letters instead of asking them to write it out. So that they will have a picture of the father dog with a Bb under it and a picture of the mother dog with a bb under it. I will also give them the alleles they can use to make the offspring and not ask them to make the alleles themselves. Assessment: Formative assessment: At the beginning of the lesson I will write out examples on the board and ask the class which example they thing is correct. After I think they have gotten the concept, I will ask them to split into groups and work together to figure out example and come to the board to show the class their answer.Summative assessment: The paperwork I hand out after each group has come to the board with the question about the parents having the litter of puppies will be done on their own in class. I will gather their papers at the end of class and grade for setting up the Punnett Squares correctly, putting the correct alleles in each spot, and for putting down the correct genotypes and phenotypes based off their gather alleles. Materials:Copies of worksheet (1 per group; containing the genotypes of the parent dogs a Punnett Square.)Slips of scratch paper (represent the alleles)Colored pencils, markers, or crayons (used to mark the paper for the alleles) Standard(s):SC12.3.2 Students will describe the molecular basis of reproduction and heredity.SC12.3.2.a Identify that information passed from parents to offspring is coded in DNA moleculesSC12.3.2.b Describe the basic structure of DNA and its function in genetic inheritanceSC12.3.2.c Recognize how mutations could help, harm, or have no effect on individual organismsSC12.3.2.d Describe that sexual reproduction results in a largely predictable, variety of possible gene combinations in the offspring of any two parents 

Ligers exist! But, why does a liger look like a mystical creature? Students will design a simulated genetically engineered animal for a biotechnology engineering firm, which creates newanimals.

This science resource covers a variety of topics; however, the specific URL is on Genetics. It has significant explanations on the basic Principles of Genetics, Co-dominance, Incomplete dominance, and Sex-Linked traits. The units have precise and manageable explanations, and there are numerous links and additional resources to support instructors and students to advance learning. The access to videos and online simulations enhances particular areas, and the diverse assessments support mastery of skills.
This is a very purposeful resource on genetics; it is useful to make learning more effective either as an overall instructional method or as an individualized learning supplement.

This activity begins with sections that help students to understand basic principles of genetics, including (1) how genotype influences phenotype via the effects of genes on protein structure and function and (2) how genes are transmitted from parents to offspring through the processes of meiosis and fertilization. Then, a coin flip activity models the probabilistic nature of inheritance and Punnett square predictions; this helps students understand why the characteristics of children in many real families deviate from Punnett square predictions. Additional concepts covered include polygenic inheritance, incomplete dominance, and how a new mutation can result in a genetic condition that was not inherited. This activity helps students meet the Next Generation Science Standards.

These lessons demonstrate how a good understanding of mitosis, meiosis and fertilization and a basic understanding of the roles of DNA and proteins can provide the basis for understanding genetics. Important genetics concepts for students to learn are summarized and multiple learning activities are suggested to help students understand Punnett squares, pedigrees, dominant/recessive alleles, X-linked recessive alleles, incomplete dominance, co-dominance, test crosses, independent assortment, genetic linkage, polygenic inheritance, etc. This overview provides links to suggested activities which include hands-on simulation and laboratory activities, analysis of class data, review games and discussion activities and questions.

Genome3D provides consensus structural annotations and 3D models for sequences from ten model organisms, including human. These data are generated by several UK-based resources that together form the Genome3D consortium: SCOP, CATH, SUPERFAMILY, Gene3D, FUGUE, pDomTHREADER and PHYRE. InterPro, meanwhile, provides functional analysis of proteins by classifying them into homologous superfamilies and families, and by predicting domains, repeats and important sites, based on data from 14 member databases.

This webinar presents the new InterPro entry type, Homologous superfamily, as well as describing domain and structure predictions from Genome3D annotations, and how they are integrated in InterPro.

Who is this course for?
This webinar is aimed at individuals working with variation data who wish to learn about Genome3D and InterPro's Homologous superfamily. No prior knowledge of bioinformatics is required, but undergraduate level knowledge of biology would be useful.

The new Genome3D annotations provide information on the likely structure of proteins, and the predictions made can guide the design of protein constructs for structural studies.

By the end of the course you will be able to:
explain the role of Genome3D annotations in InterPro

This course will assess the relationships among sequence, structure, and function in complex biological networks as well as progress in realistic modeling of quantitative, comprehensive, functional genomics analyses. Exercises will include algorithmic, statistical, database, and simulation approaches and practical applications to medicine, biotechnology, drug discovery, and genetic engineering. Future opportunities and current limitations will be critically addressed. In addition to the regular lecture sessions, supplementary sections are scheduled to address issues related to Perl, Mathematica and biology.

Find free activities, simulations, exercises, lessons, and games for math & science!

GeoGebra is dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one easy-to-use package. GeoGebra is a rapidly expanding community of millions of users located in just about every country. GeoGebra has become the leading provider of dynamic mathematics software, supporting science, technology, engineering and mathematics (STEM) education and innovations in teaching and learning worldwide.

You are free to copy, distribute and transmit GeoGebra for non-commercial purposes. Non-commercial use is subject to the terms of our GeoGebra Non-Commercial License Agreement.

This exercise is designed to simulate how a basic geological investigation of a site takes place. A basic geological investigation includes familiarizing yourself with the unconsolidated sediments, rocks, structural geology, and groundwater present at your site. As part of this exercise you will have to properly identify a variety of rock types and sediments, create maps that represent data you collected at each location, and complete a basic report of your findings (optional). Once completed, this exercise should give students a basic understanding of how the various concepts used throughout the semester are applied in the real world in the form of a geological investigation.

(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.)

How does a lens form an image? See how light rays are refracted by a lens. Watch how the image changes when you adjust the focal length of the lens, move the object, move the lens, or move the screen.

Walks the student through the creation of a prediction map using a very simple (fictitious) spatial planning and analysis scenario. Although the actual prediction "rules" for this scenario are not from a geoscience background, the GIS techniques practiced here can apply to geoscience prediction/analysis scenarios with more complex rules. The exercise mainly deals with vector geoprocessing ("map overlay") operations, such as buffering, union, dissolve, clip, but combines them with spatial joins and spatial queries. The results are presented as a map.

Are you fascinated by Geosciences and willing to take the challenge of predicting the nature and behavior of the Earth subsurface? This is your course!

In a voyage through the Earth, Geoscience: the Earth and its Resources will explore the Earth interior and the processes forming mountains and sedimentary basins. You will understand how the sediments are formed, transported, deposited and deformed.

You will develop knowledge on the behavior of petroleum and water resources.

The course has an innovative approach focusing on key fundamental processes, exploring their nature and quantitative interactions. It will be shown how this acquired knowledge is used to predict the nature and behavior of the Earth subsurface.

This is your ideal first step as a future Geoscientists or professional to upgrade your knowledge in the domain of Earth Sciences.

This is a simulation to explore how climate change will affect a specific region in the coming decades. Graphs and maps in The Climate Explorer help students understand past, present, and future climate projections for their location.

An interactive simulation that allows the user to adjust mountain snowfall and temperature to see the glacier grow and shrink in response.