To complete this assignement student have to work in groups to answer a series of questions on the evolution of land plants. They need to combine material previously covered in lecture and information from the WWW to determine how the evolution of land plants changed the lithosphere, atmophere, and biosphere.

After completing the attached exercise the students participate in a guided discussion. There are several way to divide students up into groups.

Different groups are asked to summarize: the link between the spread of land plants and

1) atmospheric carbon levels and climatic conditions,

2) organic carbon and dissolved oxygen levels in the ocean

3) the abundance of corals and other marine animals: shallow vs. deep ocean

4) Erosion rates on land and rates of organic matter burial in the oceans.

5) General patterns in diversity and biomass of marine and terrestrial fauna

Then each group is asked to discuss how the aspect they considered about the Devonian Extinction fits into and differs from conditions we see in the modern carbon cycle.

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Determine the dew point temperature for your classroom through a hands-on experiment. Use humidity and temperature probes to investigate the temperature at which it would rain in your classroom! Learn about water density and the conditions necessary to produce fog or rain.

Landslide between Highway 7 and the Susquehanna River (42.4947�� N, 74.98212�� W). Although, this exercise may be adapted elsewhere. An active, large active hillslope is required, preferably one close to infrastructure, and one which students can access safely. The following features are not uncommon, and make the problem richer: a river bend at the toe of the hillslope; a gas or water line routed through the slide; a hillslope exhibiting numerous scales of movements, from small debris flows a few cm wide to large rotational slides; and nearby infrastructure, such as buildings or roads.

(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.)

What do you need to know to diagnose parasites? These slides introduce methods for identifying parasites by shape and size, number of legs, sex, and where found in the host animal or environment. Accessed 2022 from Texas A&M College of Veterinary Medicine & Biomedical Sciences PEER Program site.

Haz tu propio diario de la naturaleza. 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.

The overarching goal of this exercise is for students to explore the early anthropogenic hypothesis, which claims that early agriculture had a substantial impact on greenhouse gases and global climate thousands of years ago (Ruddiman, 2003). Students compare changes in greenhouse gas concentrations that occurred thousands of years ago to more recent changes that occurred over hundreds of years. Students also relate changes in greenhouse gas concentrations to warming. The exercise is completed over a 1.5- to 2-week period as the class covers a chapter on climate change.

(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 video segment from Greater Boston examines whether environmental toxins may be to blame for a rare skin disease.

Did you have an earthquake where you live and want to participate in Community Science? Would you like students to better understand how earthquake intensity is determined? This guide provides ideas about how you can incorporate the online USGS tool: Did You Feel It? into your classroom.

(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.)

As you watch a butterfly navigate the flowers in your back yard, or a pesky fly avoid your flyswatter, keep in mind their vision is quite different than yours and mine.

Some of the Viking images sent back from Mars in the 1970s show tantalizing evidence of dendritic valley networks in some of the oldest terrains on the planet. One of the big questions ever since has been whether it might have rained early in Mars history.

One of the ways of deciding whether the Mars valley networks might have been produced by rainfall is to find out how similar they are to valley networks on Earth, which we know are produced by rainfall. The standard method for analyzing drainage basins is comparison of the number of drainage segments per square kilometer (drainage density) and how extensively branched the network is (stream order).

In this exercise, students calculate stream order for valley segments mapped by Hynek and Phillips (2003) using MOC/MOLA data. Students then use data on valley segment length and drainage basin area from Hynek and Phillips (2003) to calculate drainage density. They compare stream order and drainage density for the Mars site with similar calculations for areas on Earth and evaluate the question of whether valley networks on Mars might be consistent with rainfall on an early Mars, and what the uncertainties and limitations are in their conclusions.

(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 is a several week activity in which students evaluate the differential taphonomy of shells tumbled in carbonate sand as compared to silica sand.

(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 activity introduces the role of diffusion in supplying cells with nutrients and removing wastes.

Explore how molecules can cross a cell membrane and learn about the nature of their movement. Set up the model with high oxygen and low carbon dioxide outside the cell and low oxygen and high carbon dioxide inside the cell. In which direction do the oxygen and carbon dioxide molecules move?

Explore the role of pore size in the diffusion of a substance across a membrane. Diffusion is the process of a substance spreading out from its origin. Molecules diffuse through random molecular motion. Diffusion is always happening, even when a system appears to have reached equilibrium, because molecules are always moving. Cells are selectively permeable, meaning that their membranes allow some substances to cross easily while others are unable to cross without assistance. Cell membranes are selectively permeable, in part because its pores are small, allowing the cell to prevent larger molecules from moving across the membrane.

In this interactive demonstration students will make observations of diffusion of a semi permeable membrane and be able to compare these observations to the functions of a cell membrane.

Movement of ions in and out of cells is crucial to maintaining homeostasis within the body and ensuring that biological functions run properly. The natural movement of molecules due to collisions is called diffusion. Several factors affect diffusion rate: concentration, surface area, and molecular pumps. This activity demonstrates diffusion, osmosis, and active transport through 12 interactive models.

Explore the role of a molecule's mass with respect to its diffusion rate. Diffusion is the process of a substance spreading out from its origin. Molecules diffuse through random molecular motion. Diffusion is always happening, even when a system appears to have reached equilibrium, because molecules are always moving. Massive molecules have more kinetic energy than less massive molecules at the same temperature.

Explore the role of temperature in the rate of diffusion of a substance. Diffusion is the process of a substance spreading out from its origin. Molecules diffuse through random molecular motion. Diffusion is always happening, even when a system appears to have reached equilibrium, because molecules are always moving. When molecules are heated, they move faster.

Explore the role of temperature in the rate of diffusion of a substance. Diffusion is the process of a substance spreading out from its origin. Molecules diffuse through random molecular motion. Diffusion is always happening, even when a system appears to have reached equilibrium, because molecules are always moving. When molecules are heated, they move faster.

In a multi-week experiment, student teams gather biogas data from the mini-anaerobic digesters that they build to break down different types of food waste with microbes. Using plastic soda bottles for the mini-anaerobic digesters and gas measurement devices, they compare methane gas production from decomposing hot dogs, diced vs. whole. They monitor and measure the gas production, then graph and analyze the collected data. Students learn how anaerobic digestion can be used to biorecycle waste (food, poop or yard waste) into valuable resources (nutrients, biogas, energy).