Are all atoms of an element the same? How can you tell one isotope from another? Use the sim to learn about isotopes and how abundance relates to the average atomic mass of an element.
Are all atoms of an element the same? How can you tell one isotope from another? Use the sim to learn about isotopes and how abundance relates to the average atomic mass of an element.
Make sparks fly with John Travoltage. Wiggle Johnnie's foot and he picks up charges from the carpet. Bring his hand close to the door knob and get rid of the excess charge.
This is an online geologic mapping activity designed to mimic the experience of conducting a geologic mapping project over several days in a field area. Students download a physical topographic basemap and then plot structural data and interpret rock units and their placement on the map based on a collection of gigapan photos. Finally, students answer a series of questions based on the map pattern and some U-Pb analytical data to determine the chronology of deformation. The exercise requires students to integrate various fields of geology to piece together the geologic history of this hypothetical region, loosely based on the North American Cordillera.
(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.)
Resources curated and maintained by the NICE K12 Community of Interest.
The purpose of this exercise is to integrate modeling with field data. The activity includes links to a "virtual field trip" of maps and photographs. Data from a creek is included in the field trip and students use an Excel spreadsheet model to analyze the data.
(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.)
Students begin this investigation with an introduction to the types of fishing gear and how its use has changed over time. Students learn about irresponsible fishing practices and methods that can be used to make fishing more sustainable. They then watch a short video produced by PBS FlipSide Science, which outlines some tips for becoming a more responsible seafood consumer. The investigation culminates with students conducting an independent group research project exploring the availability of sustainable seafood in their community.
(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.)
Students build a physical model to explore watershed features, then use Google Earth software to tie the model to a real place. By exploring several layers of map-based images and data, students develop an appreciation of the complexity of a watershed and river system in the context of a both a local and national scale.
(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.)
Learn about position, velocity and acceleration vectors. Move the ladybug by setting the position, velocity or acceleration, and see how the vectors change. Choose linear, circular or elliptical motion, and record and playback the motion to analyze the behavior.
Join the ladybug in an exploration of rotational motion. Rotate the merry-go-round to change its angle, or choose a constant angular velocity or angular acceleration. Explore how circular motion relates to the bug's x,y position, velocity, and acceleration using vectors or graphs.
Join the ladybug in an exploration of rotational motion. Rotate the merry-go-round to change its angle, or choose a constant angular velocity or angular acceleration. Explore how circular motion relates to the bug's x,y position, velocity, and acceleration using vectors or graphs.
What farming practices can maintain good soil quality? Use the model to compare the effects of different landscapes, different crops, different tillage strategies, and climatic factors on soil quality and erosion rate. Watch the graphs to see how much topsoil is left in each zone and compare the erosion rates. Watch the soil quality indicator in the model to determine how different management plans affect soil quality.
Create a laser by pumping the chamber with a photon beam. Manage the energy states of the laser's atoms to control its output.
Create a laser by pumping the chamber with a photon beam. Manage the energy states of the laser's atoms to control its output.
The Moon is a constant celestial companion in classrooms around the world. Lunar phenomena has much to offer teachers as both an engaging narrative and visible presence in the sky that students have personally experienced.
This activity is a guided inquiry or demonstration where students investigate elastic potential energy and gravitational potential energy and interpret their findings as related to Newton's Laws of motion.
An ILD to help demonstrate the Law of Diminishing Marginal Returns using an experiment.
This site offers information about wind tunnels. Learn how to build a wind tunnel, read about wind tunnel history, download flow-simulation software, view experiments for grades 8-12, and link to other wind tunnel websites
This NetLogo model of leaf photosynthesis shows the macroscopic outcome of the reaction.
This Java-based NetLogo model allows students to investigate the chemical and energy inputs and outputs of photosynthesis through an interactive simulation. The simulation is a visual, conceptual model of photosynthesis and does not generate quantitative data. The central concept in the model is the role of chlorophyll in capturing light energy, and this concept is presented without delving into the biochemical details of the photosynthetic reactions. This allows students to focus on the core idea that photosynthesis transforms light energy into chemical energy. Along with exploring the basic process of photosynthesis, students can investigate the effects of light intensity, the day-night cycle (assuming the most common C3 photosynthetic pathway), CO2 concentration, and water availability on the rate of sugar production during photosynthesis. The model highlights the cycling within the chloroplasts between excited and unexcited states as energy is captured and released by chlorophyll. The lesson is written as an introductory learning experience, beginning with the question: What is needed for photosynthesis in a leaf, and what is produced? This resource is best suited as one in a series of learning experiences that either reinforce or extend the concepts addressed here. The model is embedded within an electronic form that provides instructions and guiding questions. Teachers and students should note that the electronic form does not save user data. An important limitation is that the model relies heavily on students visual perception, and this may pose a barrier for some students.