The purpose of this task is for students to find different pairs of numbers that sum to 9.
This instructional task gives students a hands-on experience with composing and decomposing geometric figures.
Making Butter. This is the Lesson 3 Digging Deeper activity, from Unit 6 Food Products and Processing, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/
Many people live in regions prone to earthquakes, tsunamis and volcanic eruptions, but the hazards and risks inherent in our communities may be very different. Making connections with learners from another location is a great way to share knowledge and practice science communication skills. Video conferencing applications like Zoom and Skype make it possible to connect with learners anywhere in the world. This activity provides a simple protocol, and a form for submitting a request to connect with a classroom teacher in Anchorage, Alaska.
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The goal of this maker challenge is to demystify sensors, in particular the ambient light sensor, and to map its readings visually. In today’s world, we make sense of the environment around us by filling it with sensors, and we use output devices to display real-time data in a meaningful way. Take any smartphone as an example. Aside from the embedded camera and microphone, a number of other sensors collect a wide range of data. Depending upon the model, these sensors may collect data on proximity, motion, ambient light, moisture, compass, and touch. Some of these data are directly visualized through an app, while many operate internally and without a user interface, just below the surface of the screen. In order to become more familiar with the technology that we use (and often take for granted) on a daily basis, your challenge is to assemble a light sensor circuit, observe its readings using the Arduino Serial Monitor, and then create your own unique visualization by interfacing with the Processing software. Students learn how to use calibration and smoothing to capture a better picture of the data. Afterwards, they share their visualizations with the entire class. The time required for this challenge depends on students’ prior knowledge of Arduino and Processing software. Background resources for beginners help students get up to speed on microcontroller hardware and offer additional challenges for intermediate and advanced users.
In this activity, students learn how to contour topographic data from three-dimensional models that they create for themselves. Students examine how topographic contour lines differ based on different topographic features.
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This task is to introduce students to the concept of reading an analog clock.
Spreadsheets Across the Curriculum/Geology of National Parks module. Students work with a color-coded conditional-formatted spreadsheet map to work through a USGS report applying a coastal vulnerability index.
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Provides students with an opportunity to work with and interpret magnetic intensity data (nT). Challenges them to explain magnetic intensity to an introductory geology student.
Students explore paleoclimate of the Quaternary Period by working with marine oxygen-isotope data from Ocean Drilling Program (ODP) core 677.
(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 are briefed on Mars, NASA's goals at the planet and current analysis being completed for landing site selection. They complete a mock GIS analysis of a potential landing site by learning about their site and why it is scientifically important. Then they assess the engineering criteria to determine how safe it is and if the rover can navigate safely and efficiently. Finally, they use imagery to determine what the rover might find once on the ground and plan out a nominal traverse for the rover, including key locations for detailed study. Results of their work are presented to their peers and students try to convince the others that their landing site is the best choice.
Marshmallow Pig. This is the Lesson 3 Digging Deeper activity, from Unit 8 Animal Systems, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues.The curriculum is matched to State Standards 2021. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/
Haz tu propia mascarilla facial de té verde.
Actividad de Bolsa de STEM Semanal. Agentes de Colorado Americorp en los condados de Araphahoe, Denver, Garfield, Larimer y Weld. Trabajo apoyado por la Corporación para el Servicio Nacional y Comunitario bajo el número de subvención 18AFHCO0010008 de Americorps. Las opiniones o puntos de vista expresados en esta lección pertenecen a los autores y no representan necesariamente la posición oficial o una posición respaldada por la Corporación o el programa Americorps.
Students use an interactive online mass balance model help understand the observed levels of chlorofluorocarbon CFC-12 over the recent past.
(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 download two data sets from the MAssachusetts state GIS web site: town polygons and lighthouse point features. They combine the two into a map and investigate the distribution of lighthouses in the coastal towns of Massachusetts. They also affix a hyperlink to a point feature.
This is designed as an introductory lab for hydrogeology or other upper-level courses that are quantitative in nature in order to review key mathematical concepts that will be used throughout the semester.
Students apply high school-level differential calculus and physics to the design of two-dimensional roller coasters in which the friction force is considered, as explained in the associated lesson. In a challenge the mirrors real-world engineering, the designed roller coaster paths must be made from at least five differentiable functions that are put together such that the resulting piecewise curving path is differentiable at all points. Once designed mathematically, teams build and test small-sized prototype models of the exact designs using foam pipe wrap insulation as the roller coaster track channel with marbles as the ride carts.
GaDOE is using a new technical specification by the IMS Global Learning Consortium (IMS Global) called the Competency and Academic Standards Exchange (CASE) to enable a machine readable, linked data versions of state standards. With CASE, open-educational resources can be more easily tagged and discovered. Districts and individual educators can build crosswalks to their local learning targets, organize assessment results, and discover content through these crosswalks. The CASE format enables teaching, learning, and assessment software systems to access or consume competency frameworks and crosswalks.
This is a visual demonstration of the effects of aquifer parameters and stresses on the size and shape of zones of contribution. With these simple Matlab routines, students can rapidly observe zones of contributions for different sets of input parameters.
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Uses 3 points of entry to introduce students to viscoelastic rheology: A hands-on exercise with cake as the deformable material, an accessible example of an artificial material, and using literature to apply the concepts to post-glacial rebound in the British Isles.
(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.)