This activity relates water temperature to fishery health within inland freshwater watersheds as a way to explore how environmental factors of an ecosystem affect the organisms that use those ecosystems as important habitat.

While the ionic composition of surface seawater is basically the same anywhere in the world's oceans, the chemistry of inland waters can vary by orders of magnitude over short distances. In this activity we explore a data set on surface water chemistry in almost 5000 lakes across the Nordic countries (Norway, Sweden, Finland). Water chemistry of lakes in this mostly sparsely populated region does not carry a strong signal from local human activity. This allows us to explore large-scale gradients related to distance to the ocean, soil and landscape characteristics, post-glacial history, and effects of long-distance pollutant transport processes.

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Where is the best location for our class garden?. This provides students the opportunity to explore the different locations and evaluate which they will benefit the plants most. Analyzing the soil, amount of sunlight, water source, and understanding the plant cycle will allow students to learn. By dividing into group based on their favored location, students will present a short presentation about WHY they think there location is best for our garden. This provides students the opportunity to defend their location. At the end of all the presentations, we will discuss, vote, and decide on our location. Then, we will plant our garden!

Where is the best location for our class garden?. This provides students the opportunity to explore the different locations and evaluate which they will benefit the plants most. Analyzing the soil, amount of sunlight, water source, and understanding the plant cycle will allow students to learn. By dividing into group based on their favored location, students will present a short presentation about WHY they think there location is best for our garden. This provides students the opportunity to defend their location. At the end of all the presentations, we will discuss, vote, and decide on our location. Then, we will plant our garden!

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:

"Giant clams are keystone species of coral reef ecosystems. Like coral, giant clams harbor a vibrant community of algae and bacteria. But unlike coral, little is known about how these microorganisms help giant clams thrive or cause them to perish. To find out, authors of a new study placed giant clams in aquariums with one or two species of coral. DNA profiling revealed that the clams were home to three distinct varieties of microbial communities, or “microbiotypes”. Interestingly, these microbiotypes weren’t altered by changes in water temperature or by the type of coral species placed near clams. But dying clams did show one trait in common—an overwhelming presence of bacteria from the vibrionaceae family, which in humans are usually associated with infection from eating undercooked seafood. What’s more, clams died most frequently around coral of the species Acropora cytherea. That suggests that Acropora cytherea could make giant clams susceptible to infection by vibrionaceae bacteria..."

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

This project is a way to assemble information about geology, hydrogeology, and soils into a coherent whole in a way that may otherwise not happen in any one class. The "critical zone" concept ties the pieces together. This project is not tied to a course but I have used it as a component of a senior assessment for geology students.

(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.)

The lectures introduce a number of topics that are important for IWRM and the modeling exercise. The lectures introduce water management issues in the Netherlands, Rhine Basin, and Volta Basin. The role-play is meant to experience some of the social processes that, together with technical knowledge, determine water management.

The City of Ann Arbor recognized stormwater runoff as a growing threat to the quality of their water supply. They're addressing the issue with two complementary strategies.

Water covers 71% of the earth's surface-does it get the instructional time it deserves in your busy curriculum? Students wade right in to the study of bodies of water as they read and discuss science trade books and work together to develop Readers Theater scripts based on selected titles.

This course integrates studies of engineering sciences, reactor physics and safety assessment into nuclear power plant design. Topics include materials issues in plant design and operations, aspects of thermal design, fuel depletion and fission-product poisoning, and temperature effects on reactivity, safety considerations in regulations and operations, such as the evolution of the regulatory process, the concept of defense in depth, General Design Criteria, accident analysis, probabilistic risk assessment, and risk-informed regulations.

During the fall of 2017, art educator B. Stephen Carpenter II began a residency at the MIT Center for Art, Science & Technology (CAST). He provided new perspectives on issues of access, privilege, and the global water crisis through a series of seminars, performances, and workshops. Carpenter’s seminars illustrated ways of disrupting systems of oppression and ways to increase access to potable water in politically marginalized communites in the United States and abroad.

The primary activity described here is measurement of sub-surface water properties in a local pond (e.g., temperature and dissolved oxygen). This activity combines concepts and skills from Geology, Biology and Chemistry.

(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.)

This graduate-level course covers fluid systems dominated by the influence of interfacial tension. The roles of curvature pressure and Marangoni stress are elucidated in a variety of fluid systems. Particular attention is given to drops and bubbles, soap films and minimal surfaces, wetting phenomena, water-repellency, surfactants, Marangoni flows, capillary origami and contact line dynamics.

Have you ever wondered why oil and water don't mix? Discover why some substances dissolve in water while others don't.

This lesson unit is intended to help teachers assess how well students are able to: interpret data and evaluate statistical summaries; and critique someone elseŐs interpretations of data and evaluations of statistical summaries. The lesson also introduces students to the dangers of misapplying simple statistics in real-world contexts, and illustrates some of the common abuses of statistics and charts found in the media.

Deze cursus geeft een introductie op de massa- en energienetwerken die de ruggengraat vormen van de economie. De belangrijkste energie- en industriesystemen worden vanuit verschillende perspectieven besproken.

- Kaartkennis van energie- & industriesystemen, met name in Nederland
- Voorraden en stromen, elektriciteitsinfrastructuur, elektriciteitstransport, aardgasinfrastructuur, drink- en afvalwater, industrie, warmte- en CO2-netwerken, toekomstige energie- & industriesystemen
- Vraag- en aanbodfluctuaties, balanshandhaving

The activity asks students to make observations about what occurs when two effervescent antacid tablets are placed into a beaker of water. The Students work together in groups. There are three parts to the activity. In the first part, the tablets are dropped into tap water and student groups (2-4 students) must complete a series of question sheets (one per group) that guide them through thinking about the event. In the second part, a presentation on chemical equilibrium for the carbonate system is given. The starting point is the answers received in the first part. Basic chemical reactions for the carbonate system are presented including equilibrium expressions for each reaction and discussion about open and closed systems. At the end of class, a handout is given to the students. In the third part, three beakers (acidic, neutral and basic solutions, but not indicated) are placed together and two tablets are placed into each beaker. Students are split into two groups (8-12 students) and are asked to describe why the reactions are different. Discussion follows collection of student responses in each part. Once the chemical reactions and equilibrium expressions are presented, they are involved and referenced in all discussions.

(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.)

This unit is an attempt to inform high school students about some of the fundamental concepts that constitute this important area of science - the food chemistry. Students will review the concepts of chemical compounds, mixtures (solutions, suspensions, colloids and emulsions), physical and chemical changes and learn about food chemistry. They will also learn about some of the most important organic chemistry compounds, the hydrocarbon derivatives or functional groups.

This unit will be tied into students’ chemistry courses, strengthening their knowledge of organic chemistry and preparing them for future college biochemistry, general and organic chemistry classes. The lesson plans require about 12 class periods and cover the concepts of covalent bonds (single, double and triple bonds), functional groups (alcohols, aldehydes and ketones, carboxylic acids, esters, amines, amides) and mixtures (suspensions, colloids, and emulsions). The last lesson is going to cover the basic concepts of hydrophilicity, hydrophobicity, and amphiphilicity of different molecules mixed with water.

In this sophomore design course, you will be challenged with three design tasks: a first concerning water resources/treatment, a second concerning structural design, and a third focusing on the conceptual (re)design of a large system, Boston’s Back Bay. The first two tasks require the design, fabrication and testing of hardware. Several laboratory experiments will be carried out and lectures will be presented to introduce students to the conceptual and experimental basis for design in both domains. This course was based in large part on the Fall 2005 offering of 1.101, developed by Prof. Harold Hemond.

In this sophomore design course, you will be challenged with three design tasks: a first concerning water resources/treatment, a second concerning structural design, and a third focusing on the conceptual (re)design of a large system, Boston’s Back Bay. The first two tasks require the design, fabrication and testing of hardware. Several laboratory experiments will be carried out and lectures will be presented to introduce students to the conceptual and experimental basis for design in both domains.
This course was based in large part on the Fall 2005 offering of 1.101, developed by Prof. Harold Hemond.