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.

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Learn how important the honey bee's body structure is to survival in the hive. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

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.

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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.

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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.

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Learn the importance of each and every job within the hive! This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

Using cameras mounted to drones, students will design and construct an experiment to take enough photos to make a 3-dimensional image of an outcrop or landform in a process called structure from motion (SfM). This activity has both a hands-on component (collecting data with the drone) and a computer-based component (creating the 3-dimensional model).___________________Drones can take photos that can be analyzed later. By planning ahead to have enough overlap between photos, you take those individual photos and make a 3-dimensional image!In this activity, you guide the students to identify an outcrop or landform to study later or over repeat visits. They go through the process to plan, conduct, and analyze an investigation to help answer their science question.The Challenge: Design and conduct an experiment to take enough photos to make a 3-dimensional image of an outcrop or landform, then analyze the image and interpret the resulting 3-d image.For instance they might wish to study a hillside that has been changed from a previous forest fire. How is the hillside starting to shift after rainstorms or snows? Monitoring an area over many months can lead to discoveries about how the erosional processes happen and also provide homeowners, park rangers, planners, and others valuable information to take action to stabilize areas to prevent landslides.

(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.)

The coral reefs of the South Pacific island nation of Vanuatu are the backbone of the island's environmental and economic health. Today they face destruction from a silent predator that can rapidly decimate an entire reef. In this video, students learn about how a starfish is destroying the coral reefs of Vanuatu and how the islanders are adapting.

These exercises cover the Science Practices for Advanced Placement Biology. They were written by Julie Zedalis and John Eggebrecht, and include alignment information to the College Board AP Biology Course and Exam Description. The exercises are also available directly in the OpenStax AP Biology textbook.

In this project, each student will be assigned to a group of three to four students. Each group will be given random character description cards. These characters will be treated as the first generation in a fictitious town. The cards will include specific genetic traits, skills, jobs, as well as reference if the character suffers from type 2 diabetes. Students will need to use the character cards to author and illustrate a short story about the fictitious town which follows at least three generations of the families in the cards. Students must also include pedigrees for a minimum of three traits as well as diabetes as evidence of inheritance.

Short Description:
This textbook is designed to actively engage your exploration and critical analysis of human anatomical variation in an Australian and New Zealand context. Understanding anatomical variation is essential for all health professionals to avoid patient misdiagnosis such as confusing a natural variant with a pathology, minimise surgical or procedural errors that may occur if variations are unexpected, and ultimately improve patient outcomes by applying culturally safe practices. Research in anatomical variation has demonstrated significant differences in phenotypic expression of variants between and within geographic, ancestral and socioeconomic populations, as well as displaying significant variance between males and females. It is therefore critical as a health professional to understand anatomical variation in the context of the population you intend to practice in. This textbook compiles this critical information into an easy to read summary of the range and frequency of anatomical phenotypes in Australian and New Zealand patients by drawing from contemporary anatomical science research. Anatomical variation of Aboriginal, Torres Strait Islander and Māori peoples has also been highlighted where research is available.

Long Description:
The anatomy of our outwardly facing physical appearance exhibits great diversity between individuals, from different eye, skin and hair colour to the size of our feet and our height. However, it is less known whether our anatomy differs beneath the surface… is the anatomy of the internal organs the same between individuals? Most textbooks would like you to think so with simplified standard descriptions of human anatomy such as the lung lobes and fissures, aortic arch branches and bone numbers. But this eBook is different. Here we build your understanding of the scope and clinical importance of human anatomical variation to improve your clinical skills as a health professional or biomedical scientist.

Anatomical variation is described as the differences in macroscopic morphology (shape and size), topography (location), developmental timing or frequency (number) of an anatomical structure between individuals. It presents during embryological or subadult development and results in no substantive observable interruption to physiological function. Every organ displays an array of anatomical phenotypes, and for these reasons the anatomy of each person is considered a variant. Understanding anatomical variation is essential for all health professionals to avoid patient misdiagnosis such as confusing a natural variant with a pathology, minimise surgical or procedural errors that may occur if variations are unexpected, and ultimately improve patient outcomes by applying culturally safe practices.

This textbook is designed to actively engage your exploration and critical analysis of human anatomical variation in an Australian and New Zealand context. Research in anatomical variation has demonstrated significant differences in phenotypic expression of variants between and within geographic, ancestral and socioeconomic populations, as well as displaying significant variance between males and females. It is therefore critical as a health professional to understand anatomical variation in the context of the population you intend to practice in. This textbook compiles this critical information into an easy to read summary of the range and frequency of anatomical phenotypes in Australian and New Zealand patients by drawing from contemporary anatomical science research. Anatomical variation of Aboriginal, Torres Strait Islander and Māori peoples has also been highlighted where research is available.

The textbook is organised to complement your health science studies by developing your depth of understanding to address three critical themes in anatomical variation: Theme 1: Categorise and describe a range of anatomical variation within the human body. Theme 2: Theorise the implications of anatomical variation on patient outcomes and in professional contexts. Theme 3: Investigate the process of anatomical variation formation and its potential causes.

Each chapter employs a multimodal and active learning approach using text and video summaries of key information, checkpoint quizzes, interactive images, clinical and professional discussion activities, and recommended readings. In this way, the activities in this textbook can be easily embedded into existing health science curricula to strengthen anatomical variation understanding in all health professional courses.

Word Count: 31978

ISBN: 978-1-925553-51-2

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This textbook is designed to actively engage your exploration and critical analysis of human anatomical variation in an Australian and New Zealand context. Understanding anatomical variation is essential for all health professionals to avoid patient misdiagnosis such as confusing a natural variant with a pathology, minimise surgical or procedural errors that may occur if variations are unexpected, and ultimately improve patient outcomes by applying culturally safe practices. Research in anatomical variation has demonstrated significant differences in phenotypic expression of variants between and within geographic, ancestral and socioeconomic populations, as well as displaying significant variance between males and females. It is therefore critical as a health professional to understand anatomical variation in the context of the population you intend to practice in. This textbook compiles this critical information into an easy to read summary of the range and frequency of anatomical phenotypes in Australian and New Zealand patients by drawing from contemporary anatomical science research. Anatomical variation of Aboriginal, Torres Strait Islander and Māori peoples has also been highlighted where research is available.

Long Description:
The anatomy of our outwardly facing physical appearance exhibits great diversity between individuals, from different eye, skin and hair colour to the size of our feet and our height. However, it is less known whether our anatomy differs beneath the surface… is the anatomy of the internal organs the same between individuals? Most textbooks would like you to think so with simplified standard descriptions of human anatomy such as the lung lobes and fissures, aortic arch branches and bone numbers. But this eBook is different. Here we build your understanding of the scope and clinical importance of human anatomical variation to improve your clinical skills as a health professional or biomedical scientist.

Anatomical variation is described as the differences in macroscopic morphology (shape and size), topography (location), developmental timing or frequency (number) of an anatomical structure between individuals. It presents during embryological or subadult development and results in no substantive observable interruption to physiological function. Every organ displays an array of anatomical phenotypes, and for these reasons the anatomy of each person is considered a variant. Understanding anatomical variation is essential for all health professionals to avoid patient misdiagnosis such as confusing a natural variant with a pathology, minimise surgical or procedural errors that may occur if variations are unexpected, and ultimately improve patient outcomes by applying culturally safe practices.

This textbook is designed to actively engage your exploration and critical analysis of human anatomical variation in an Australian and New Zealand context. Research in anatomical variation has demonstrated significant differences in phenotypic expression of variants between and within geographic, ancestral and socioeconomic populations, as well as displaying significant variance between males and females. It is therefore critical as a health professional to understand anatomical variation in the context of the population you intend to practice in. This textbook compiles this critical information into an easy to read summary of the range and frequency of anatomical phenotypes in Australian and New Zealand patients by drawing from contemporary anatomical science research. Anatomical variation of Aboriginal, Torres Strait Islander and Māori peoples has also been highlighted where research is available.

The textbook is organised to complement your health science studies by developing your depth of understanding to address three critical themes in anatomical variation: Theme 1: Categorise and describe a range of anatomical variation within the human body. Theme 2: Theorise the implications of anatomical variation on patient outcomes and in professional contexts. Theme 3: Investigate the process of anatomical variation formation and its potential causes.

Each chapter employs a multimodal and active learning approach using text and video summaries of key information, checkpoint quizzes, interactive images, clinical and professional discussion activities, and recommended readings. In this way, the activities in this textbook can be easily embedded into existing health science curricula to strengthen anatomical variation understanding in all health professional courses.

Word Count: 31376

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 741633

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Series of 21 video lectures for BIO 160, Anatomy & Physiology for Health Care Professions class at St. Clair County Community College. Lecture materials developed by Brandis Hubbard. For access to video files for creation of derivative work, contact Brandis Hubbard at bahubbard@sc4.edu.

Students build a 9 M X 9 M model of an animal or plant cell with cell organelles inside it and give cell tours to Life Science students. May be done as two large groups, or a whole class project.

This course applies the tools of anthropology to examine biology in the age of genomics, biotechnological enterprise, biodiversity conservation, pharmaceutical bioprospecting, and synthetic biology. It examines such social concerns such as bioterrorism, genetic modification, and cloning. It offers an anthropological inquiry into how the substances and explanations of biology—ecological, organismic, cellular, molecular, genetic, informatic—are changing. It examines such artifacts as cell lines, biodiversity databases, and artificial life models, and using primary sources in biology, social studies of the life sciences, and literary and cinematic materials, and asks how we might answer Erwin Schrodinger’s 1944 question, “What Is Life?” today.