Students are using what they have learned about safety and sanition and completing three different labs with their knowledge. They will predict what might happen when unsaintary elements are in the kitchen, they will set up a refrigerator properly, and they will find safety hazards in a kitchen. After the labs they will summarize their findings and explain how this can be helpful for their lives.

A playful caricature of a Millerite, an adherent of the Adventist preacher William Miller who predicted that the world would end on April 23, 1844. The man sits in a large safe labeled "Patent Fire Proof Chest," stocked with a ham, a fan (hanging on the door of the safe), cheese, brandy, cigars, ice, a hat, and a small book marked "Miller." As he thumbs his nose, he says "Now let it come! I'm ready." The "salamander safe," probably a trade name of the period, is named after the animal mythically reputed to have the ability to endure fire (and, presumably, the holocaust) without harm.|Entered . . . 1843 by T. Sinclair Pa.|Printed by Thomas Sinclair, Philadelphia.|The Library's impression of the print was deposited for copyright prior to the expected day of reckoning, on March 2, 1843.|Title appears as it is written on the item.|Murrell, p. 159.|Weitenkampf, p. 73.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1843-5.

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:

"Aquaculture is a critical industry for human food production, and strategies to improve fish nutrition while protecting the environment can help maximize aquaculture output and sustainability. However, the roles of the gut microbiome in fish nutrition are not well understood. To support further research, scientists recently developed SalmoSim, an in vitro model of the Atlantic salmon gut and microbiome. The researchers linked three bioreactors seeded with gut material from adult farmed salmon to simulate the stomach (S), pyloric caecum (PC), and midgut (MG). When a fishmeal “diet” (FMD) was supplied, SalmoSim’s microbial community stabilized in approximately 20 days and was ecologically indistinguishable from the real fish microbiome used to inoculate the system. Switching from the FMD to a fishmeal-free diet (FMF) for 20 days did not affect most microbes (operational taxonomic units, OTUs) in either SalmoSim or real salmon..."

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

Add different salts to water, then watch them dissolve and achieve a dynamic equilibrium with solid precipitate. Compare the number of ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values.

Add different salts to water, then watch them dissolve and achieve a dynamic equilibrium with solid precipitate. Compare the number of ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values. Arabic Language.

Students learn the basics of database modeling and managements as well as the analytical techniques and tools used to assess, enhance, and profit from customer-relationship management. The course reviews database technology, organization and planning including technology needs and outsourcing considerations; sampling techniques such as nth selects and frozen files; creating powerful predictor variables such as univariate and cross tabulations, ratios, time series variables, and other measures. The course also covers predicting customer actions by using multiple linear regression and correlation to model response, payment, attrition, churn, and other factors that assist in segmentation. Students also learn how to combine prospect and customer data residing on databases with outside sources of data to drive response models.

Last year the Siuslaw 97J School District changed our food service operation from a national supplier (Chartwell’s) to in-house food service. Our Food Service Manager instituted an organic philosophy and wanted to source local produce. Utilizing our school garden program we now help supply fresh produce for our Siuslaw Elementary School cafeteria. Crop production is stronger in the 4/5 wing because of wind protection from the building. Florence experiences high winds and we are located close to the beach so we have constant sand blowing into our crops. The K-3 garden beds do not have the same protection as the 4/5 beds, and as a result have a lower yield. Our goal is to have students design and engineer wind barriers for these beds and then present the best solutions to our school board so that we can get funding to implement our ideas. This project can be used in any school with a garden by using preexisting barriers on a the school property. The unique environment of the school would dictate the lessons required to be adapted to fit the environmental needs of the community. If the school is lacking a garden, the students can focus on an at home garden project.

The purpose of this task is to give students experience in using simulation to determine if observed results are consistent with a given model (in this case, the Ňjust guessingÓ model). Part (i) also addresses the role of random assignment in the design of an experiment and assesses understanding of this concept.

Satellite Engineering introduces students to subsystem design in engineering spacecraft. The course presents characteristic subsystems, such as power, structure, communication and control, and analyzes the engineering trades necessary to integrate subsystems successfully into a satellite. Discussions of spacecraft operating environment and orbital mechanics help students to understand the functional requirements and key design parameters for satellite systems.

SYNOPSIS: This lesson introduces students to sea turtles and the human-caused dangers they face while encouraging them to create a way to help save these beautiful creatures.

SCIENTIST NOTES: There is an intrinsic benefit in conserving sea turtles, and this lesson lets students to understand the impact of sea turtles in our ocean. It would equip them to design a real-life project to save sea turtles from extinction. All accompanying materials in this lesson are appropriate to provide better understanding on the subject. Above all, there is a high confidence in using this lesson in the classroom.

POSITIVES:
-This lesson allows for a collaborative hands-on learning environment for students as sea turtle conservation is introduced.
-This lesson features creative learning and engagement for all students.
-Students develop a strong connection to student-led activism through the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-This lesson features a step by step guide to follow the engineering design process.

ADDITIONAL PREREQUISITES:
-Teacher needs a copy of the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-Students should have a basic knowledge of sea turtles and global problems like pollution and plastic in the oceans.
-Teacher can print out worksheets prior to the lesson if desired.

DIFFERENTIATION:
-Students can think-pair-share during the reading, making predictions or answering questions.
-Groups of students with mixed abilities can collaborate throughout this lesson.

SYNOPSIS: This lesson introduces students to sea turtles and the human-caused dangers they face while encouraging them to create a way to help save these beautiful creatures.

SCIENTIST NOTES: There is an intrinsic benefit in conserving sea turtles, and this lesson lets students to understand the impact of sea turtles in our ocean. It would equip them to design a real-life project to save sea turtles from extinction. All accompanying materials in this lesson are appropriate to provide better understanding on the subject. Above all, there is a high confidence in using this lesson in the classroom.

POSITIVES:
-This lesson allows for a collaborative hands-on learning environment for students as sea turtle conservation is introduced.
-This lesson features creative learning and engagement for all students.
-Students develop a strong connection to student-led activism through the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-This lesson features a step by step guide to follow the engineering design process.

ADDITIONAL PREREQUISITES:
-Teacher needs a copy of the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-Students should have a basic knowledge of sea turtles and global problems like pollution and plastic in the oceans.
-Teacher can print out worksheets prior to the lesson if desired.

DIFFERENTIATION:
-Students can think-pair-share during the reading, making predictions or answering questions.
-Groups of students with mixed abilities can collaborate throughout this lesson.

In this lesson, students learn that saving is essential to economic well-being, especially in times of extreme economic downturn. They read Saving Strawberry Farm, a story about a Depression-era family attempting to save a neighbor's farm by waging a penny auction. Students hear about the lack of goods and services available and the high rate of joblessness during this terrible time. They simulate a bank run to see how even those with savings were affected. Finally, they learn that savings are safe in banks today.

This kinesthetic activity simulates the process of evolution by natural selection. Students take on the roles of crab-like predators that exhibit one of four variants of feeding appendage: a spoon, fork, knife, and chopsticks. The simulation runs for three trials, as the predators use their appendages to harvest pinto beans, with varying success. Students track the frequency of each appendage type through three generations. This resource is from PUMAS - Practical Uses of Math and Science - a collection of brief examples created by scientists and engineers showing how math and science topics taught in K-12 classes have real world applications.

Current diagnostic criteria delineate schizophrenia as a discrete entity essentially defined by positive symptoms. However, the role of positive symptoms in psychiatry is being questioned. There is compelling evidence that psychotic manifestations are expressed in the population in a continuum of varying degrees of severity, ranging from normality to full-blown psychosis. In most cases, these phenomena do not persist, but they constitute risk factors for psychiatric disorders in general. Psychotic symptoms are also present in most non-psychotic psychiatric diagnoses, being a marker of severity. Research revealed that hallucinations and delusions appear to have distinct, independent biological underpinnings—in the general population, in psychotic, and in non-psychotic disorders as well. On the other hand, negative symptoms were seen to be far more restricted to schizophrenia, have other underlying pathophysiology than positive symptoms, predict outcome and treatment response in schizophrenia, and start before the first psychotic outbreak. The current work discusses the concept of schizophrenia, suggesting that a greater emphasis should be put on cases where psychotic symptoms emerge in a premorbid subtly increasing negative/cognitive symptoms background. In those cases, psychosis would have a different course and outcome while psychosis occurring in the absence of such background deterioration would be more benign—probably having no, or a milder, underlying degenerative process. This reformulation should better drive psychopathological classification, face positive symptoms as epiphenomenon of the schizophrenia process, and dishevel stigma from schizophrenia and from delusions and hallucinations.

Students who are defiant or non-compliant can be among the most challenging to teach. They can frequently interrupt instruction, often do poorly academically, and may show little motivation to learn. There are no magic strategies for managing the behaviors of defiant students. However, research shows that certain techniques tend to work best with these children and youth: (1) Give the student positive teacher recognition. Even actions as simple as greeting the student daily at the classroom door or stopping by the student’s desk to ask ‘How are you doing?’ can over time turn strained relationships into positive ones. (2) Monitor the classroom frequently and intervene proactively to redirect off-task students before their mild misbehaviors escalate into more serious problems. (3) Avoid saying or doing things that are likely to anger or set off a student. Speak calmly and respectfully, for example, rather than raising your voice or using sarcasm. (4) When you must intervene with a misbehaving student, convey the message to the student that you will not tolerate the problem behavior—but that you continue to value and accept the student. (5) Remember that the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation. (6) Develop a classroom ‘crisis response plan’ to be implemented in the event that one or more students display aggressive behaviors that threaten their own safety or the safety of others. Be sure that your administrator approves this classroom crisis plan and that everyone who has a part in the plan knows his or her role. One final thought: While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by remaining calm, following pre-planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students.

tudents who have chronic difficulties paying attention in class face the risk of poor grades and even school failure. Inattention may be a symptom of an underlying condition such as Attention Deficit Hyperactivity Disorder. However, teachers should not overlook other possible explanations for student off-task behavior. It may be, for example, that a student who does not seem to be paying attention is actually mismatched to instruction (the work is too hard or too easy) or preoccupied by anxious thoughts. Or the student may be off-task because the teacher's lesson was poorly planned or presented in a disorganized manner. It is also important to remember that even children with ADHD are influenced by factors in their classroom setting and that these students' level of attention is at least partly determined by the learning environment. Teachers who focus on making their instruction orderly, predictable, and highly motivating find that they can generally hold the attention of most of their students most of the time.

A computer simulator that allows students to adjust the air temperature and dew point to see what type of precipitation would fall to the ground.

Help your child explore the world of science by engaging in some exciting and fun investigations together!
Many science activities for babies and toddlers will principally involve building language.
As you describe and name interesting phenomena, your child will be exposed to a rich variety of new words.
The first or second-grader is better able to record her experiences and make some predictions based on her extra years of experience.
Your preschooler or kindergartner is usually developmentally capable of physically engaging with things on his own, and has gained enough facility with language to begin describing and discussing his experiences.

This Website brings current science to the general public, informal learning centers, and classrooms. The three Science Bulletins -- Astro, Earth, and Bio - present ongoing research and recent discoveries in astrophysics, Earth science, and biodiversity. Each bulletin has three types of stories: features, data visualizations, and weekly news snapshots. The Astro Bulletins weekly update includes a sequence of current images of the Sun provided by NASA. The video and editorial crew follows scientists into the field to capture original video material and interview scientists about their work-in-progress for the feature stories, which are presented as high-definition videos for informal learning centers and as rich-media collections on the Web. Data visualizations, presented in high-resolution for informal learning centers and in interactive formats on the Web, are based on satellite data sets from NASA, NOAA, and other sources for Earth and Bio; while AstroViz draws from the Museum's Digital Universe project, a growing three-dimensional map/database of celestial objects which has been developed with NASA support to enable science visualizations for research and education purposes. A free Educator's guide and learning activities tailored to the changing content are provided for the Science Bulletins web site.

This course focuses on early-stage biotechnology companies with particular emphasis on understanding the underlying science, technology, and disease targets—together with the application of novel business structures and financing methods—to facilitate drug discovery, clinical development, and greater patient access to new therapies.   
The course was created for MITx as a collaboration between the Whitehead Institute and the Sloan School of Management and is now archived on the Open Learning Library (OLL), which is free to use. You have the option to sign up and enroll in each module if you want to track your progress, or you can view and use all the materials without enrolling.