The Inca called their empire Tahuantinsuyu, or Land of the Four Quarters. It stretched 2,500 miles from Quito, Ecuador, to beyond Santiago, Chile. Within its domain were rich coastal settlements, high mountain valleys, rain-drenched tropical forests and the driest of deserts. The Inca controlled perhaps 10 million people, speaking a hundred different tongues. It was the largest empire on earth at the time. Yet when Pizarro executed its last emperor, Atahualpa, the Inca Empire was only 50 years old.
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This article and included graphs,from the web site accompanying the FRONTLINE NOVA special What's Up with the Weather?, reveals how atmospheric carbon dioxide, methane, and nitrous oxides from coal- and oil-burning power plants, cars, and other fossil-fuel-burning sources have climbed along with the world population, with as yet unknown effects on the climate system.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials - 2 clear plastic cups for each pair of students - 4 bean seeds for each pair - soil - unifix cubes - a plant or math journal to record data ...
The authors of the research presented in this special collection used the first description of the B73 maize genome to probe some of the most intriguing questions in genetics and plant biology. Read about maize centromeres, new insights into transposon types and distribution, the abundance of very short FLcDNAs encoding predicted peptides, and many other "genetic jewels" contained herein.
Removing seeds from newly picked cotton is not as simple as it sounds. Cotton is sticky when removed from the plant, and pulling the seeds from its grasp is difficult. Throughout the 1700s, cotton production was expensive because of the huge amount of labor necessary to remove the seeds. All was changed with the invention of the cotton gin. What once was painstakingly slow was now relatively fast. By the end of the 18th century, demand for cotton was increasing as power looms were able to turn out great quantities of cloth. With the cotton gin, southern cotton plantations could now supply the world's demand.
The railroads needed steel for their rails and cars, the navy needed steel for its new naval fleet, and cities needed steel to build skyscrapers. Every factory in America needed steel for their physical plant and machinery. Andrew Carnegie saw this demand and seized the moment.
3-D Mapping | Topography
By Dana Hoppe, Copyright 2018 by Dana Hoppe under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.
Topography - Design Challenge
Introduction - Expanded learning opportunities (ELOs) have the potential to be the great equalizer in American education. Regular participation in high quality before and afterschool learning, and enriching summer school programs have been shown to help low-income students succeed academically on par with their more affluent peers. These programs, characterized by strong school-community partnerships, can also help high-performing students stay engaged and achieve even greater levels of understanding. In short, high-quality ELOs are for everyone - and the benefits they create are critical to Nebraska's future economy. - Beyond School Bells I would like to thank Beyond School Bells as well as Nebraska Innovation Studio for providing me with the opportunity, resources, and encouragement to develop this program as an Innovation Fellow. Their willingness to give the intellectual and creative freedom to build upon my ideas and inspirations is what enabled this program to exist. I strongly believe that opportunities such as the Innovation Fellowship are planting the seeds for Nebraska's future. -Dana Hoppe, Program Creator
Concept and Purpose - Interdisciplinary Learning: This program is focused on developing fundamental STEM skills through interdisciplinary learning. The truth is that all areas of study overlap significantly in one way or another, and the cognitive skills that lead to success in one area surely extend to other areas. A recurring theme I have noticed through my personal experience of being and artist as well as a scientist is that I have heavily utilized my creative thinking abilities to solve challenging problems. Imagination and creativity, when combined with background knowledge and understanding, allow us to find solutions that often lie beyond the rigid structure often associated with mathematics and the sciences. Once we begin to see the overlap between these areas, we begin building bridges between them and new ideas and applications emerge from a formerly empty space. The concept of topography was always interesting to me. The strangeness of being able to discern the shape of the land simply from the distance between a hypnotizing assortment of lines on a flat piece of paper was immediately intriguing. How does this flat sheet of abstract shapes translate to the three-dimensional complexity of a mountain, a valley, or a bluff? Topography is the platform of this program because it is a very versatile concept and can be used to create art and models representing a diverse range of fields. The activities in this program focus on having the students follow processes often found in Computer Science. Every process they complete can be thought of as an algorithm, and when they repeat steps, it can be thought of as a loop. They are also recursively calling the same function on each resulting piece they create, mimicking the concept of dynamic programing. The permutation matrix activities will familiarize students with moving through the data in a matrix and adding data to stacks. While they are doing all of these activities, however, there will be no jargon they have to learn, and they will probably not even realize until they take their first Computer Science course that it is even related. To the students, they will simply be creating art in a new and interesting way.
As America grew, Americans were destroying its natural resources. Farmers were depleting the nutrients of the overworked soil. Miners removed layer after layer of valuable topsoil, leading to catastrophic erosion. Everywhere forests were shrinking and wildlife was becoming more scarce.
The growth of tobacco, rice, and indigo and the plantation economy created a tremendous need for labor in Southern English America. Without the aid of modern machinery, human sweat and blood was necessary for the planting, cultivation, and harvesting of these cash crops. While slaves existed in the English colonies throughout the 1600s, indentured servitude was the method of choice employed by many planters before the 1680s. This system provided incentives for both the master and servant to increase the working population of the Chesapeake colonies.
The development of Georgia was unlike all the other British colonies. First of all, it was the last to be created. Georgia was founded in 1733, 126 years after Jamestown was successfully planted. England and Europe as a whole were in the midst of an intellectual revolution known as the Enlightenment. Enlightened thinkers championed the causes of liberty and progress. Many believed in the innate goodness of human beings. They asserted that even the worst elements of society might prosper if given the right set of circumstances. James Oglethorpe was such a thinker. He and a group of charitable investors asked King George for permission to create a utopian experiment for English citizens imprisoned for debt. England's prison population could be decreased, and thousands of individuals could be given a new chance at life. With these lofty goals, Georgia was created.
This page provides an overview and details about the Wisconsin Fast Plants ProgramĺŐs Digital Library, a portal for browsing, searching, and cataloging resources.
- Material Type:
- Wisconsin Fast Plants Program
- Provider Set:
- Wisconsin Fast Plants Activity and Resource Library
- The Wisconsin Fast Plants Program
- Date Added:
Add acidity to a healthy lake and see what happens to the plants and animals in this interactive activity adapted from EcoKids. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.
- Life Science
- Forestry and Agriculture
- Material Type:
- PBS LearningMedia
- Provider Set:
- PBS Learning Media: Multimedia Resources for the Classroom and Professional Development
- Teachers' Domain
- National Science Foundation
- WGBH Educational Foundation
- Date Added:
It's no secret that greenhouse gases warm the planet and that this has dire consequences for the environment whole islands swallowed up by rising seas, animal and plant species stressed by higher temperatures, and upsets in ecological interactions as populations move to cooler areas. However, carbon dioxide has another, less familiar environmental repercussion: making the Earth's oceans more acidic. Higher levels of carbon dioxide in the atmosphere mean that more carbon dioxide dissolves in the ocean. This dissolved carbon dioxide forms carbonic acid the same substance that helps give carbonated beverages their acidic kick. While this process isn't going to make the ocean fizzy anytime soon, it is introducing its own set of challenges for marine organisms like plankton and coral.
For the Principles of Accounting: Volume 2 Managerial Accounting, this video focuses on Chapter 6 (Activity Based Costing) using the Musicality, Inc. problem, exploring the calculations differences between Single Plantwide Overhead rate vs. Activity Based Costing. Covering the cost per unit / gross profit per unit only.
After learning about and exploring plant and animal adaptations, students research local organisms with interesting adaptations and share findings with their classmates. Students identify adaptations globally by analyzing a documentary.
Educators Guide for this unit:
Lessons in this unit:
Adaptations Activity 1: Adapting to the Environment
Adaptations Activity 2: Physical Adaptations
Adaptations Activity 3: Behavioral Adaptations
Adaptations Activity 4: Go Adapt!
Adaptations Activity 5: Create a Creature
This lesson will tie into the Nebraska science standards below. Students will learn how to search Worldbook KIDS online to study different animals and plants, as a class and independently. With a teacher’s help, students will then learn about animal and plant adaptations that help them survive in their habitats in order to come up with a solution to a human problem. The standards in bold print are the ones that will be the classroom teacher’s focus, but the librarian’s goal will be to introduce students to Worldbook KIDS as a reference source.It can easily be adapted to be a whole unit. Please let me know if you would like to help/edit this lesson to enhance it!
Students will plan and design an imaginary organism that lives in the Temperate Deciduous Forest, Tropical Rainforest, or Desert. Students will then identify three adaptations of this animal, and determine how the adaptations of that animal may respond to a change in the ecosystem.