Unit 9 is a group activity that requires students to apply the material they have learned in Units 1 -- 8 in an urban water system design project. Students are presented with a scenario and are required to select options to design a feasible and sustainable urban water system that considers the triple bottom line in their design. The design project requires that students consider hydrologic processes (e.g., evapotranspiration, runoff) in designing outdoor landscaping and amount of pervious and impervious area. Students also consider indoor water use efficiency and other methods (e.g., rain barrels) to reduce water consumption. Students are also asked to consider the connection between urban development and atmospheric processes. Students apply systems thinking by connecting hydrologic and atmospheric processes with the human built system. Student groups present their design to the class and assess each other's designs. These activities can be used as a summative assessment for the entire module.

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The unit has two parts. In each, students dive into inquiry to answer the compelling questions:

1. Who are some of our closest tribal neighbors, and what have they been their lifeways since time immemorial?
2. Why do people explore, and how does this lead to expansion?

Part 1 is focused on the examination of the northwest and some of the original inhabitants. Through these questions students will learn about the culture of some of their closest tribal neighbors, the Spokane Indians. The final project for Part 1 is a cultural investigation display, in which students will show what they know about the culture of the Spokane Tribe.

In Part 2, Students will also learn about forces that brought change to the northwest: fur trade era and exploration. Students will ultimately learn about the Corps of Discovery and the Oregon Trail and know the impact each had on the west. Students will finish Part 2 with a timeline activity that will reflect choice and build upon student strengths according to their skill set.

Finally, a lesson on a Tribe of the Columbia Plateau is offered as an extension, but it is strongly recommended that students get to experience this lesson.

Note that the emphasis here is on the Spokane Tribe as one of our closest tribal neighbors. In no way is this an exhaustive study nor should the tribal cultures be generalized to other tribes of the region. We understand that each tribe in our region and North America was and continues to be unique in its culture, practices, lifeways, and traditions.

After completing this activity students should be able to:

- demonstrate sediment core collection through a field exercise (whether or not you use that core's data).
- recognize potential errors and contamination risks and identify ways to minimize them.
- distinguish different layers within the cores and use appropriate terminology to describe them.
- identify cyclical variations in the core layers, and correlate those with remotely sensed lake temperature data over a regional spatial scale.
- estimate lake evaporation rates from lake temperatures.
- reconstruct regional lake evaporation based on core layers.
- evaluate the effectiveness of point observations to represent regional paleoclimate

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This lesson is part of the Software Carpentry workshops that teach how to use version control with Git. Wolfman and Dracula have been hired by Universal Missions (a space services spinoff from Euphoric State University) to investigate if it is possible to send their next planetary lander to Mars. They want to be able to work on the plans at the same time, but they have run into problems doing this in the past. If they take turns, each one will spend a lot of time waiting for the other to finish, but if they work on their own copies and email changes back and forth things will be lost, overwritten, or duplicated. A colleague suggests using version control to manage their work. Version control is better than mailing files back and forth: Nothing that is committed to version control is ever lost, unless you work really, really hard at it. Since all old versions of files are saved, it’s always possible to go back in time to see exactly who wrote what on a particular day, or what version of a program was used to generate a particular set of results. As we have this record of who made what changes when, we know who to ask if we have questions later on, and, if needed, revert to a previous version, much like the “undo” feature in an editor. When several people collaborate in the same project, it’s possible to accidentally overlook or overwrite someone’s changes. The version control system automatically notifies users whenever there’s a conflict between one person’s work and another’s. Teams are not the only ones to benefit from version control: lone researchers can benefit immensely. Keeping a record of what was changed, when, and why is extremely useful for all researchers if they ever need to come back to the project later on (e.g., a year later, when memory has faded). Version control is the lab notebook of the digital world: it’s what professionals use to keep track of what they’ve done and to collaborate with other people. Every large software development project relies on it, and most programmers use it for their small jobs as well. And it isn’t just for software: books, papers, small data sets, and anything that changes over time or needs to be shared can and should be stored in a version control system.

What follows is an example of a three part exercise for undergraduate petrology students involving volcanic and shallow intrusive rocks in the Washburn Range, Yellowstone National Park. We will loosely follow Part 1, although Parts 2 (petrology) and 3 (geochemistry) are also included. The exercise is largely based on a recent study by Feeley et al. (2002), although on this trip we will only examine stratigrahpically high rocks on Mount Washburn proper; stratigraphically lower rocks to the southwest beneath Dunraven and Hedges Peaks are off-road and off-trail

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In preparation for this walking field trip to the San Andreas Fault,
students ideally have attended two lecture sessions where plate
boundary processes and features have been discussed formally. The
expected outcomes include students that are capable of calculating
rupture length based on elastic rebound theory, recurrence interval,
and relative plate motion and rates. The field trip procedure and
details for each stop are included in the lab manual below.

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This is a seven part module that deals with water development. The goal is to get students thinking about water development in terms of its appropriateness, and to get them to think about competing value systems. It is ultimately about ethics and philosophy,not about practicality or utility, but students -- especially undergraduate students -- sometimes have trouble figuring that out. If you you elect to use all seven modules, this is a multi-week project. But, individual parts will stand alone if need be.

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The clock is ticking: A technology demonstration that could transform the way humans explore space is nearing its target launch date of June 24, 2019. Developed by NASA's Jet Propulsion Laboratory in Pasadena, California, the Deep Space Atomic Clock is a serious upgrade to the satellite-based atomic clocks that, for example, enable the GPS on your phone.

Ultimately, this new technology could make spacecraft navigation to distant locations like Mars more autonomous. But what is an atomic clock? How are they used in space navigation, and what makes the Deep Space Atomic Clock different? Read on to get all the answers.

This module contains an 8-lesson curriculum to study greenhouse gases and global warming using data and visualizations. The students will summarize the issue in a mock debate or a presentation.

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This book contains power points, worksheets, and content on
1. Why Wind Energy

2. Wind Energy in Iowa

3. Power from Wind

4. HAWT vs. VAWT

5. Why Are Turbine Blades in Groups of 3?

6. Theoretical Power of Wind

7. Components of a Wind Generator

This award-winning collection of multimedia explainers is a starting point for students with little or no background knowledge of international relations and foreign policy. With accessible, jargon-free language and instructor-designed teaching resources, lessons on the World101 platform are non-partisan and developed in partnership with Council on Foreign Relation experts.

Have you ever received a writing assignment, thought “this won’t take long” and then stayed up all night writing the night before your assignment was due because it ended up taking a lot longer than you thought it would? If you have, you’re not alone. Many beginning writers struggle to plan well when it comes to a writing assignment, and this results in writing that is just not as good as it could be. When you wait until the last minute and fail to engage in a good writing process, you’re not doing your best work—even if you did “get all A’s in high school” as a procrastinator. In this step-by-step support area, you will find everything you need to know about writing a paper from start to finish.

This resource offers self-paced modules that will help you review key topics in writing. Each module provides instruction followed by review questions. The modules can be completed individually or in sequence. After completing a module, you have the option to download or print a completion report to share with a tutor, instructor, or save for posterity!

The teaching of writing in colleges and universities tends to focus on academic essays and research papers. Writing in the disciplines, on the other hand, refers to writing assignments tailored to the genres of a specific discipline or field. For instance, a science course might require students to write a lab report, while a sociology course might assign a case study.

The San Bernardino and San Gabriel Mountains provide an excellent setting for exploring the evolution and diversity of crystalline rocks in California. The oldest rock-forming events which can be explored in these ranges involved episodic Paleoproterozoic magmatism and orogenesis extending from 1.81 to 1.65 Ga. Rock units of this age are widespread both east and west of the San Andreas fault. This Paleoproterozoic tectonism was followed by intrusion of younger Mesoproterozoic anorogenic igneous rocks that are areally limited, but well exposed in the San Gabriel Mountains as 1.19 Ga gabbro, anorthosite, and syenite. Proterozoic igneous activity and tectonism in southwest North America was followed by rifting during the Neoproterozoic, which led to development of the Cordilleran geosynclinal belts. Belts of rocks within the geosyncline in southern California trend northeast-southwest, with deeper water rocks to the northwest, and Neoproterozoic and Paleozoic metasedimentary rocks in the San Bernardino Mountains belong to the transition zone between the cratonal and deeper water miogeoclinal sequences. Passive margin sedimentation ended with initiation of arc magmatism oriented along a northwest to southeast trend in Late Permian time. A diverse group of Mesozoic plutons and dike swarms as young as Late Cretaceous in age characterize the crystalline terranes of both the San Bernardino and San Gabriel Mountains, culminating in emplacement of large calc-alkalic intrusive suites in both ranges about 78 Ma.

The diversity of ages and types of crystalline rocks makes a field trip through either or both of these ranges a great opportunity to engage students in active learning while linking petrology and historical geology course content in a field context. Students can utilize rock identification skills learned in the laboratory, and with knowledge of available geochronologic data, can construct a more detailed geologic time scale for the region.

Here we will provide an example of a one-day trip to examine Proterozoic metamorphic and Mesozoic intrusive igneous rocks that are easily accessible in roadcuts and on short field traverses along National Forest roads. The trip is adapted from more detailed field guides and road logs for this region (principally Barth et al., 2001), with a focus on undergraduate learning.

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(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

El módulo 2 se basa en el trabajo previo de los estudiantes con unidades y con funciones del álgebra I, y con relaciones y círculos trigonométricos de la geometría de la escuela secundaria. El corazón del módulo es el estudio de definiciones precisas de seno y coseno (así como tangente y las cofunciones) utilizando geometría transformacional de la geometría de la escuela secundaria. Esta precisión lleva a una discusión de una unidad matemáticamente natural de medida rotacional, un radian, y los estudiantes comienzan a desarrollar fluidez con los valores de las funciones trigonométricas en términos de radianes. Los estudiantes grafican funciones trigonométricas sinusoidales y otras, y usan los gráficos para ayudar a modelar y descubrir propiedades de las funciones trigonométricas. El estudio de las propiedades culmina en la prueba de la identidad pitagórica y otras identidades trigonométricas.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
Module 2 builds on students' previous work with units and with functions from Algebra I, and with trigonometric ratios and circles from high school Geometry. The heart of the module is the study of precise definitions of sine and cosine (as well as tangent and the co-functions) using transformational geometry from high school Geometry. This precision leads to a discussion of a mathematically natural unit of rotational measure, a radian, and students begin to build fluency with the values of the trigonometric functions in terms of radians. Students graph sinusoidal and other trigonometric functions, and use the graphs to help in modeling and discovering properties of trigonometric functions. The study of the properties culminates in the proof of the Pythagorean identity and other trigonometric identities.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En este módulo, los estudiantes reconectan y profundizan su comprensión de las estadísticas y los conceptos de probabilidad introducidos por primera vez en los grados 6, 7 y 8. Los estudiantes desarrollan un conjunto de herramientas para comprender e interpretar la variabilidad en los datos, y comienzan a tomar decisiones más informadas de los datos . Trabajan con distribuciones de datos de varias formas, centros y diferenciales. Los estudiantes se basan en su experiencia con datos cuantitativos bivariados del grado 8. Este módulo prepara el escenario para un trabajo más extenso con muestreo e inferencia en calificaciones posteriores.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In this module, students reconnect with and deepen their understanding of statistics and probability concepts first introduced in Grades 6, 7, and 8. Students develop a set of tools for understanding and interpreting variability in data, and begin to make more informed decisions from data. They work with data distributions of various shapes, centers, and spreads. Students build on their experience with bivariate quantitative data from Grade 8. This module sets the stage for more extensive work with sampling and inference in later grades.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.