By the 1830s, independence movements reduced Spain’s colonies to Cuba and Puerto Rico in the Caribbean, the Philippines, and several smaller islands in the western Pacific Ocean including Guam, the Marianas, and the Marshall Islands.

At the same time, the United States was increasing its global diplomatic presence and economic power, warning European countries throughout the 19th century from attempting to recolonize countries in the Western Hemisphere.

Meanwhile, the American public read newspaper reports of severe Spanish treatment of revolutionaries in Cuba and the Philippines. Many in the United States wanted to go to war against Spain because of these atrocities, and others wanted to use it as an excuse to expand America’s territory. Some wanted to help Cuba become a free and independent country while some wanted the United States to replace Spain and take control over Cuba, as well as the Philippines, to increase its global military and economic power. All could agree that America’s commercial investments in the regions must be protected.

The United States sent the USS Maine battleship to Havana Harbor to protect its citizens and interests in the Spanish-Cuban conflict. On the night of February 15, 1898, an explosion rocked the ship which eventually sank, killing 266 sailors.

While unclear if this was an attack or accident, the press in the United States blamed Spain immediately, and war between the United States and Spain seemed inevitable.

Could the Spanish keep a stronghold on their last colonies or will the Cuban and Filipino people gain independence?

The Suez Canal was completed in 1869 to connect the Mediterranean and Red Seas, creating an essential waterway for global trade, as ships no longer had to navigate around the Horn of Africa.

At the time it opened, the canal was 164 kilometers, or roughly 100 miles, long. Without the canal, the circumnavigation around Africa is 9,654 kilometers or 6,000 miles. For most of its existence, the canal was managed by the Suez Canal Company which was owned by Great Britain and France.

On July 26, 1956, Egyptian president Gamal Abdel Nassar nationalized the canal, intending to take control of the canal’s operation and its revenue.

The world was still recovering from World War II with new national border conflicts and the onset of the Cold War. Many nations depended on the Suez Canal, especially Great Britain and France.

How would they manage their economic and political interests while avoiding conflict?

How would the United States and the Soviet Union support Nassar’s quest for Egypt’s sovereignty and Israel?

How would Great Britain, France, the United States, Israel, and the Soviet Union manage their own economic and political interests while avoiding military conflict?

How would Egypt preserve its national sovereignty?

In this historical scenario, students will have to overcome differing national interests to maintain global security and peace. The exercise will develop skills in leadership, collaboration, composure, analysis, communication, awareness, management, innovation, and advocacy.

This course focuses on one particular aspect of the history of computing: the use of the computer as a scientific instrument. The electronic digital computer was invented to do science, and its applications range from physics to mathematics to biology to the humanities. What has been the impact of computing on the practice of science? Is the computer different from other scientific instruments? Is computer simulation a valid form of scientific experiment? Can computer models be viewed as surrogate theories? How does the computer change the way scientists approach the notions of proof, expertise, and discovery? No comprehensive history of scientific computing has yet been written. This seminar examines scientific articles, participants’ memoirs, and works by historians, sociologists, and anthropologists of science to provide multiple perspectives on the use of computers in diverse fields of physical, biological, and social sciences and the humanities. We explore how the computer transformed scientific practice, and how the culture of computing was influenced, in turn, by scientific applications.

MAS.450 is a laboratory course about holography and holographic imaging.
This course teaches holography from a scientific and analytical point of view, moving from interference and diffraction to imaging of single points to the display of three-dimensional images. Using a “hands-on” approach, students explore the underlying physical phenomena that make holograms work, as well as designing laboratory setups to make their own images. The course also teaches mathematical techniques that allow the behavior of holography to be understood, predicted, and harnessed.
Holography today brings together the fields of optics, chemistry, computer science, electrical engineering, visualization, three-dimensional display, and human perception in a unique and comprehensive way. As such, MAS.450 offers interesting and useful exposure to a wide range of principles and ideas. As a course satisfying the Institute Laboratory Requirement, MAS.450 teaches about science, scientific research, and the scientific method through observation and exploration, hinting at the excitement that inventors feel before they put their final equations to paper.

Final Project: R678 - Emerging Learning Technologies

Short Description:
In this PressBook, we explore the historical roots of holographic technology, how holograms work, the use of holographic technology in education, and the future of holographic technology in the field of education, instructional design and beyond.

Long Description:
In this PressBook, we explore the historical roots of holographic technology, how holograms work, the use of holographic technology in education, and the future of holographic technology in the field of education, instructional design and beyond. In the words of Dennis Gabor, the father of holography, “the future cannot be predicted, but futures can be invested” (p. 185). How true that statement would actually prove to be in the use of holographic technology for educational purposes throughout the world!

Gabor, D. (1963). Inventing the future. Secker & Warburg.

Word Count: 7155

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

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 lesson from the National Agriculture in the Classroom Matrix is designed to teach students about the parts of honey bees, the stages of the lifecycle, and the role honey bees play in pollination. There are three activities including materials lists, vocabulary words, background connections, support documents, step-by-step procedures, and support videos. 

Design and engineer a mechanical device that is powered by hydraulic (syringe and water) that includes levers and moving parts that will propel a ping pong ball to complete the 2 levels of the “Hoop Shoot Challenge”.

Design and engineer a mechanical device that is powered by hydraulic (syringe and water) that includes levers and moving parts that will propel a ping pong ball to complete the 2 levels of the “Hoop Shoot Challenge”.

Students apply the concepts of conduction, convection and radiation as they work in teams to solve two challenges. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately human body temperature, and the other problem is to cause an identical soda can of warm water to cool as much as possible during the same 30-minute time period. Students design their engineering solutions using only common everyday materials, and test their devices by recording the water temperatures in their two soda cans every five minutes.

The NOAA Ocean Service Education lab requires students create and manipulate solutions simulating different ocean water characteristics in order to recognize that the effects of salinity and temperature are the drivers of thermohaline circulation.

Yellowstone hotspot track

Provenance: Nicole LaDue, NIU

Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding. Students are shown this diagram and told, "The tectonic plate has moved southwest over this hotspot. If the plate started moving north, click where you expect the next caldera will form."

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Students will complete a data table using authentic tide predictions from the National Oceanic and Atmospheric Administration. Next, students will use their data table to create a line graph that will show the relationship between the tidal range and moon phases. Lastly, students will analyze their graph to explain how the occurrence of ocean tides is related to the moon's phases. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Students utilize ice core data to develop a simple climate model, test it and then analyze, through reading IPCC materials, what other variables might need to be included in a model that more accurately predicts climate response to forcings. They are then asked to reflect on the use of models in scientific inquiry and on climate skeptics view of climate models.

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This activity helps students understand how mixtures are formed. They will make predictions regarding the rate of mixing. Students should report that the variation of heated water and crushed sugar creates the shortest mixing time.

Students explore the greenhouse effect in this lesson using a computer simulation and develop a model for how it works.

In this video segment adapted from NOVA, scientists use computer simulations to explore the question of how supercell thunderstorms produce tornadoes.

From this original story, young readers and listeners learn about four tools scientists use to study climate - climate stations, weather balloons, satellites, and buoys. The story is available at two reading levels and in three formats - text-only, illustrated booklet, and electronic book. Glossary included. Each issue of Beyond Weather and the Water Cycle contains an original story that expands on the theme.

SYNOPSIS: In this lesson, students will examine the 2020 Almeda Fire in Oregon and explore the disproportionate impacts of wildfires.

SCIENTIST NOTES: This engaging lesson helps students comprehend what wildfires are, the climatic factors that could start them and speed up their spread, and the potential losses and harm that they could do to vulnerable and marginalized populations. The wildfire simulator has been evaluated and is suitable for use by students. Additionally, the lesson's videos and other supporting resources have been examined, and this lesson has passed our science credibility process.

POSITIVES:
-This lesson clearly explains the connection between climate change and wildfires.
-This lesson allows students to realize how wildfires disproportionately impact different groups of people. It provides space for students to better understand the concept of climate justice.

ADDITIONAL PREREQUISITES:
-Be sensitive to the needs of your students if they have been personally impacted by wildfire. Depending on the circumstances, this lesson may not be appropriate or may need to be adapted for your class.
-This lesson assumes that students have prerequisite knowledge of climate change, including understanding the basic science behind climate change.
-Each student will need access to a device in order to play with the Wildfire Simulation. If each student does not have a device, students may share devices. If there are no devices for students, teacher can project and play with the Wildfire Simulation on an interactive whiteboard.

DIFFERENTIATION:
-Pay close attention to how student groups are formed in the jigsaw activity during the Investigate section. Students will be jointly constructing meaning from reading different parts of the article. Groups of students with varying reading levels will probably work best, as high-achieving peers can model meaning-making for students at lower reading levels.
-It may be best to steer students toward one or more options in the menu in the Inquire section, depending on their ability and preference for demonstrating their knowledge.
-In the Inquire section, it may not be possible for any or all of your students to create a wildfire emergency supply kit. Gathering and paying for all of those items is expensive. Be sensitive to your students. In some cases, it may be best to remove that option from the menu before sharing it with your students.

During this lesson, students start to see the data structure they will use to store their images, towards finding a solution to this unit's Grand Challenge. Students are introduced to two-dimensional arrays and vector classes. Then they are guided to see that a vector class is the most efficient way of storing the data for their images. Grand Challenge: To write a program to simulate peripheral vision by merging two images.