Microorganisms are the dominant life forms on earth, are found in almost every conceivable environment, and are essential to sustaining life on this planet.
Outlines the 11-week schedule for students to successfully gain an introductory understanding of medical terminology/ Includes chapter links, learning objectives, and units of study.
An exercise on the effects of flooding that took place in the upper Mississippi River drainage basin in 1993, using before and after satellite images.
(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.)
Analyze the effect of a 1996 controlled flood on a sandbar in Grand Canyon. This exercise uses Spatial Analyst and 3D Analyst.
(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 problem-based learning (PBL) group jigsaw activity. The scenario is:
Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and nongovernmental organizations (NGOs) working in the affected area.
Students are divided into Expert Groups (related to academic specialties such as Economics, Medicine, Political Science, Earth Science, etc.) and spend several days researching their topics. Students are then reassigned to one of seven or eight Country Groups, based on the countries most affected by the disaster. Each country group needs someone representing each expert group. In the scenario, these groups correspond to task forces that must determine what the situation is in each country and try to assess the current need for international assistance.
Students research their country, using internet resources, especially the CIA World Factbook and ReliefWeb, the information coordination website of the United Nations. At a large-group roundtable discussion, each group presents what it has found about its assigned country. As a final product, each student writes an individual report summarizing findings and making recommendations for disaster assistance.
(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 employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and NGO (nongovernmental organizations) working in the affected area.
(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.)
In this multi-part activity, students study seismograms from 3 different seismic stations recording the magnitude 9.0 Sumatra earthquake of December 26th, 2004. By comparing the arrival times of the P and S waves on each seismogram, students determine the distance from the epicenter to each station. Using that data, they can accurately map the location of the epicenter and the precise time of the earthquake. After locating the epicenter, students calculate the position of the tsunami generated by the quake at one hour intervals. From those determinations, predictions are made about how much time people had before the tsunami crashed onto their shores. Finally, students investigate some of the ways people can lessen the impact of the next great tsunami.
(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 uses data collected from DART (Deep-ocean Assessment and Reporting of Tsunamis) stations in the Pacific following the 2011 tsunami generated off the coast of Japan. Students are required to map the wave front after 5, 10, and 15 hours to better understand the speed and propagation of the tsunami wave.
(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 exercise uses the example of the March 28, 2014 M5.1 La Habra earthquake to teach about earthquake risk and resilience in southern California. Students will examine seismic waveforms recording during the earthquake, as well as read reports from scientific agencies and news outlets to answer basic questions regarding earthquake risk and resilience.
(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 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:
"It might sound like bad advice, but for Japanese men, eating a high-carb diet could actually be a good thing—only, it depends on the type of carb. Because eating too much of the wrong ones could have dire consequences. These are the findings reported by Professor Chisato Nagata and colleagues from the Gifu University Graduate School of Medicine in Japan—recipients of the inaugural British Journal of Nutrition Paper of the Year award. Their paper, published in volume 122, issue 7 of BJN, describes a subset of results from the Takayama Study. The study was launched in 1992 to link dietary and lifestyle factors to morbidity from cancer and other diseases. Participants filled out a questionnaire at baseline on how frequently they ate various foods..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.
Play-Doh model of a geologic map
Provenance: Carol Ormand Ph.D., Carleton College
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
Students analyze a geologic map of an angular unconformity that truncates a pair of dikes, with some topography. When students have deciphered the map and constructed a cross-section, I show them a Play-Doh model of the geology and ask them to compare it to their mental model of the area.
(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.)
Interested in research but can't find any opportunities? Look no further! Check out these quick strategies for getting started with research!
Learning Outcomes:
Identify three strategies for finding research opportunities.
Corresponds with Chapter 5 Openstax Biology 2e "Structure and Function of Plasma Membrane"
This course is an in-depth adventure through the molecular mechanisms that control the maintenance, expression, and evolution of prokaryotic and eukaryotic genomes. Through lectures and readings of relevant literature, students will explore gene regulation, DNA replication, genetic recombination, transcription, and mRNA translation. The quizzes are designed to build students' experimental design and data analysis skills.
This course, based on the MIT course 7.28/7.58 Molecular Biology taken by enrolled MIT students, was organized as a three-part series on edX by MIT’s Department of Biology. It is self-paced and free as long as you enroll in the Audit Track option, which you can select after creating a free account on edX.
This is a lab manual for Basic Human Anatomy.
In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu
Abstract: This session provides a step-by-step process to support participants as they design a 3D assessment task for the science classroom. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices. Participants build their 3D assessment design capacity by designing and workshopping tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any curricula, at any grade level, and across all subjects of science.
Overview: In this workshop, we will build our capacity to identify the range of intellectual resources students use as they make sense of phenomena. We will first explore how equity and justice relate to culture-based approaches to pedagogy—and then focus on how to identify and leverage the resources students use in moments of sensemaking. This resource can also be used by individuals wanting to learn how equity involves promoting the rightful presence of all students across scales of justice, desettling inequities, and supporting expansive learning pathways. This workshop provides participants with an opportunity to explore important theoretical ideas by exploring examples of how learners engage in diverse sense-making. Participants will learn about some of the challenges that less expansive learning environments can cause for learners from non-dominant communities. This resource is estimated to take between 161-268 minutes (2 ⅔ - 4 ¾ hours), depending on the choices of the facilitator in scenario selection.
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:
"Traumatic brain injury (TBI), or brain damage caused by a sudden blow or jolt to the head, is a leading cause of death and disability worldwide. The mechanisms are complex and differ among patients, making TBI difficult to treat, and anti-inflammatory agents that are effective in animal models have been less promising in human trials, indicating that better treatments are needed. To explore new strategies, a recent study investigated the effect of the anti-inflammatory compound ACT001 on TBI. In mice, ACT001 reduced brain damage and improved motor function after TBI by reducing trauma-induced activation of microglia, which are immune cells of the central nervous system. In vitro, ACT001 also reduced activation of mouse and rat microglia induced by the bacterial toxin lipopolysaccharide (LPS) and downregulated LPS-induced secretion of proinflammatory molecules in a mouse microglial cell line..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.