In this lesson students create a laboratory simulation of the water cycle. Indicating the change in states of matter and the flow of energy. Students also compare and contrast the cycle of matter with the flow of energy. This lesson was created as part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.

This informational text explore adaptations that allow penguins, whales, walruses, seals, and fish to live in the cold water of the Arctic and Southern Oceans. The text is at a reading level appropriate for second through third grade. This version is a full-color pdf file that can be printed, cut, and folded to form a book. Each book contains color photographs and illustrations.

This informational text explores adaptations that allow penguins, whales, walruses, seals, and fish to live in the cold water of the Arctic and Southern Oceans. The text is at reading level appropriate for students in second through third grade. It is a PDF file that contains text as well as a glossary.

This informational text explores adaptations that allow penguins, whales, walruses, seals, and fish to live in the cold water of the Arctic and Southern Oceans. The text is at reading level appropriate for students in fourth through fifth grade. It is a PDF file that contains the text as well as a glossary.

This informational text explores adaptations that allow penguins, whales, walruses, seals, and fish to live in the cold water of the Arctic and Southern Oceans. The text is at reading level appropriate for students in Kindergarten through first grade. It is a PDF file that contains the text as well as a glossary.

This 2018 edition is the first to be released in a digital, fully-interactive format, designed to highlight facets of the Pacific Northwest landscape with novel approaches to data presentation. Where previous editions of the atlas were designed to ask and answer questions, this atlas serves as a platform for the geographically curious to explore the region, providing as many critical questions as it does critical answers.

Beyond this page are maps of the familiar and the unfamiliar. Migration maps highlight human movement between the Pacific Northwest and the rest of the United States; a wildfire timeline chronicles the year-to-year spread of modern and historical fires; and the watershed guide abandons traditional political boundaries in favor of natural, hydrological borders. All data in the atlas were gathered from publically accessible sources, compiled using open-source software and coding libraries. This is an atlas designed to be open, responsive, and to satisfy the geographic curiosity of any and all interested.

This undergraduate class is designed to introduce students to the physics that govern the circulation of the ocean and atmosphere. The focus of the course is on the processes that control the climate of the planet.
Acknowledgments
Prof. Ferrari wishes to acknowledge that this course was originally designed and taught by Prof. John Marshall.

This course explores the physical processes that control Earth's atmosphere, ocean, and climate. Quantitative methods for constructing mass and energy budgets. Topics include clouds, rain, severe storms, regional climate, the ozone layer, air pollution, ocean currents and productivity, the seasons, El Ni–o, the history of Earth's climate, global warming, energy, and water resources.

Survey of atmospheric and oceanic phenomena including the discussion of observations and theoretical interpretations. Topics covered include: monsoons; El Nino; planetary waves; atmospheric synoptic eddies and fronts; gulf stream rings; hurricanes; surface and internal gravity waves; and tides. In this course, we will look at many important aspects of the circulation of the atmosphere and ocean, from length scales of meters to thousands of km and time scales ranging from seconds to years. We will assume familiarity with concepts covered in course 12.003 (Physics of the Fluid Earth). In the early stages of the present course, we will make somewhat greater use of math than did 12.003, but the math we will use is no more than that encountered in elementary electromagnetic field theory, for example. The focus of the course is on the physics of the phenomena which we will discuss.

Atmospheric methyl chloroform concentration is modeled as an extension of the generic water tank structure. Simulated and observed concentrations are used to estimate the global atmospheric lifetime of methyl chloroform and its 1989 to 2009 emission history.

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The impact of natural disasters is made vivid in this video segment adapted from NOVA. A small town in Iceland, prepared for recurrent avalanches, is devastated when one takes a new and damaging path.

This professional development article describes approaches to using social media in harnessing the power of Web 2.0 technologies to reinforce the connection between multimedia literacy and powerful content-area learning in grades K-5. The emphasis is on collaboration with the school librarian. The article appears in the free online magazine Beyond Weather and the Water Cycle, which is structured around the seven essential principles of the climate sciences.

In this video, NOAA's Deke Arndt, Chief of the Climate Monitoring Branch at the National Climatic Data Center, recaps the temperature and precipitation data for the continental US in summer 2012. It describes how these conditions have led to drought and reduced crop yields.

This art history video discussion looks at Johannes Vermeer's "Young Woman with a Water Pitcher", oil on canvas, c. 1662 (Metropolitan Museum of Art).

This assignment reviews basic of chemistry for students who should have had 2 introductory semesters of basic chemistry prior to enrolling in the Fundamental of Water Quality course for which the assignment is used. Assignment reviews basic equation balancing and questions about valence and concentration conversion that students will confront regularly in any geochemistry course.

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This activity consists of two parts in which students investigate heat transfer by radiation and by conduction. In the first part, students design and conduct an experiment to test the effect of color on an object's ability to radiate energy (heat). In the second part, they investigate the transfer of energy from a hotter object to a cooler one, in this case, containers of hot and cold water. In both experiments, they are required to state a hypothesis, make a list of materials and procedures needed for the experiment, collect and graph data, and state a conclusion. Each experiment is accompanied by a set of analysis and conclusion questions.

Have you ever wondered why ventilation helps to cool down your hot chocolate? Do you know why a surfing suit keeps you warm? Why iron feels cold, while wood feels warm at room temperature? Or how air is transferred into aqueous liquids in a water treatment plant? How can we sterilize milk with the least amount of energy? Or how do we design a new cooling tower of a power plant?

Transport Phenomena addresses questions like these and many more, exploring a wide variety of applications ranging from industrial processes to daily life problems and even to bioprocesses in our own body.

In Transport Phenomena, the transport and transfer of momentum, heat and mass are studied. To understand these processes which often take place simultaneously, the underlying concepts will be covered in this course.

An attack on James K. Polk's attempts to undermine Winfield Scott's military efforts and reputation through his handling of the Mexican War in April 1847. Shortly after Scott's victory at Cerro Gordo, Polk dispatched State Department official Nicholas Trist to Mexico to negotiate peace with the Mexican government. The artist views the move, as did many contemporaries, as motivated by political concerns about the Whig general's presidential ambitions. Scott, on a large hill at right, offers a steaming plate of soup to departing Mexican commander Santa Anna, who rides away on horseback. (For the soup allusion see "Distinguished Military Operations," no. 1846-15). From a ravine behind Scott, Polk goads Trist as he aims a water hose at the general. The hose is fueled by a pump operated by two boys in the background. In the distance American troops engage the Mexicans on the hills near Cerro Gordo. In the upper left appears the dialogue: Scott: "General Santa Anna!! do stop and take 'a hasty plate of soup?'" Santa Anna: "I thank you, Sir, your soup's too hot-I must be off!" Polk: "Trist, take care & cool 'old Hasty's' soup, before "our friend" meets him again." Trist: "Your Excellency will pardon me, but I've tried in vain to cool 'Old Hasty's' soup." Polk: "Then put out 'Old Hasty's' fire, or "that fatal soup will burn our fingers yet!" Trist: "Your excellency would do well to send 'Old Hasty' home and give "our friend" 'Pillow' for his Comfort." The last reference was to Gen. Gideon J. Pillow, an incompetent but a favorite of Polk, whose antagonism toward Scott was public knowledge, particularly after Cerro Gordo.|Title appears as it is written on the item.|Weitenkampf, p. 89.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1847-2.

A slightly modified version of "Battle of Cerro Gordo" (no. 1847-2), in all likelihood produced by the same lithographer. The scene is quite similar, except for the inclusion of the later battle (the Battle of Churubusco, fought on August 20, 1847) in the background, and the addition of the figure of Gen. Gideon J. Pillow on the left. As in the earlier cartoon Scott chases Mexican commander Santa Anna away with a steaming plate of soup. Trist aims his hose at Scott, but its spray falls short of him. Polk remonstrates to General Pillow, who holds a pillow in his hands. The dialogue reflects mounting tensions between Scott and Pillow, Polk's friend and favorite in the field: Scott: "General, O do "now" stop and try my 'hasty plate of soup?'" Santa Anna: "Never, no never again, it's ginger tea & quite too hot for me!" Polk: "Trist, I told you, Sir, to throw cold water on that 'hasty plate of soup!'" Trist: "Your Excellency! I've tried my best in vain--that soup I cannot reach." Polk: "My dear Pillow do advance and give my friend another passport [alluding to Polk's mistake in allowing Santa Anna's return from exile in 1846], with something soft whereon to rest his weary head. He did not ask "such soup" from me!" Pillow: "Rely on me, my Cousin Polk, I'll cool that soup as 'Leonidas' cooled the Persians at Thermopola." Polk: "It wont do! 'Old Hasty' must be stopped--My honor's gone with that brave Mexican--Cool soup would suit him best, he'd sip, and sip and sip again & give out his Pronunciamentos--his honor save, and my ends gain, 'Old Hasty' to disgrace, but alas! were both undone--but no! 'Old Hasty' shall be made to pay the cost of his audacity--I'll strike him down & send him home!" Pillow: "My dear Cousin you know you have the power, 'tis but to use it, & 'tis done, just as you say."|Title appears as it is written on the item.|Weitenkampf, p. 89.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1847-3.

Students explore the properties of composites using inexpensive materials and processing techniques. They create beams using Laffy Taffy and water, and a choice of various reinforcements (pasta, rice, candies) and fabricating temperatures. Student groups compete for the highest strength beam. They measure flexure strength with three-point bend tests and calculations. Results are compared and discussed to learn how different materials and reinforcement shapes affect material properties and performance.