Students will conduct an experiment on ocean currents by changing variables like temperature and salinity of water. They will take photos as they observe the water layers form. Using StoryJumper, students will create online books explaining their experiments and how ocean currents form due to density differences from salinity and temperature. Books will be posted online for peers to view and provide feedback through discussion questions and Venn diagrams comparing experiments.
1 - Oil Spill Bioremeditation LaboratoryPrior to beginning.docxcroftsshanon
1 - Oil Spill Bioremeditation Laboratory
Prior to beginning work on this assignment, read the
Oil Spill Bioremediation
investigation manual
. This lab will enable you to simulate the bioremediation of a marine oil spill.
The Process
Take the required photos and complete all parts of the lab assignment (calculations, data tables, etc.). Use the
Lab Worksheet
as a resource to complete the
Lab Report Template
. Transfer any answers and visual elements from the Lab Worksheet into the Lab Report Template. You will submit the Lab Report Template through Waypoint in the classroom.
The Assignment
Make sure to complete all of the following items before submission:
Before you begin the assignment, read the
Oil Spill Bioremediation
investigation manual
; you may also wish to review the video,
SCI207 - The Scientific Method (Links to an external site.)
.
Complete all activities using materials in your kit, augmented by additional materials that you will supply. Photograph the setup following these instructions:
When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.
Use the
Lab Worksheet
as a resource to complete the
Lab Report Template
.
Must use at least two credible sources outside of the textbook and lab manual.
Submit your completed “Lab Report” via Waypoint.
2 - The Journey to Sustainability
Prior to beginning work on this final paper, review all chapters of Bensel and Carbone’s
Sustaining Our Planet
text (2020).
In this paper, you will explore what a future sustainable world might look like, and in the process of doing so, extend your previous descriptions of selected terms and explain how they may play a role in aiding us in achieving environmental sustainability on a global scale.
The Journey to Sustainability
Imagine a future (probably a long time from now) in which human beings have achieved environmental sustainability on a global scale. That means that we as a species have figured out how to maintain a lifestyle that can go on indefinitely. Humans will exist in harmony with their environment, not needing more resources than can naturally be replenished. What would such a world be like? How might we get there from here?
In this final assignment, you will play the part of science-fiction writer, imagining and describing what a sustainable Earth, inhabited by humans, might look like in the distant future. You will need to provide examples throughout to support your descriptions. You should include all the terms that you have researched during Weeks 1 through 4 of this class, underlining each term as you include it. Be sure to expand on your terms and include other concepts that you learned in the course. Provide as detailed a picture as possible of how that future world might function on a day-to-day basis. In your paper, use grammar and spell-checking programs to insure clarity. Proofread carefully prior to submitting your work. F.
1 - Oil Spill Bioremeditation LaboratoryPrior to beginning.docxcroftsshanon
1 - Oil Spill Bioremeditation Laboratory
Prior to beginning work on this assignment, read the
Oil Spill Bioremediation
investigation manual
. This lab will enable you to simulate the bioremediation of a marine oil spill.
The Process
Take the required photos and complete all parts of the lab assignment (calculations, data tables, etc.). Use the
Lab Worksheet
as a resource to complete the
Lab Report Template
. Transfer any answers and visual elements from the Lab Worksheet into the Lab Report Template. You will submit the Lab Report Template through Waypoint in the classroom.
The Assignment
Make sure to complete all of the following items before submission:
Before you begin the assignment, read the
Oil Spill Bioremediation
investigation manual
; you may also wish to review the video,
SCI207 - The Scientific Method (Links to an external site.)
.
Complete all activities using materials in your kit, augmented by additional materials that you will supply. Photograph the setup following these instructions:
When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.
Use the
Lab Worksheet
as a resource to complete the
Lab Report Template
.
Must use at least two credible sources outside of the textbook and lab manual.
Submit your completed “Lab Report” via Waypoint.
2 - The Journey to Sustainability
Prior to beginning work on this final paper, review all chapters of Bensel and Carbone’s
Sustaining Our Planet
text (2020).
In this paper, you will explore what a future sustainable world might look like, and in the process of doing so, extend your previous descriptions of selected terms and explain how they may play a role in aiding us in achieving environmental sustainability on a global scale.
The Journey to Sustainability
Imagine a future (probably a long time from now) in which human beings have achieved environmental sustainability on a global scale. That means that we as a species have figured out how to maintain a lifestyle that can go on indefinitely. Humans will exist in harmony with their environment, not needing more resources than can naturally be replenished. What would such a world be like? How might we get there from here?
In this final assignment, you will play the part of science-fiction writer, imagining and describing what a sustainable Earth, inhabited by humans, might look like in the distant future. You will need to provide examples throughout to support your descriptions. You should include all the terms that you have researched during Weeks 1 through 4 of this class, underlining each term as you include it. Be sure to expand on your terms and include other concepts that you learned in the course. Provide as detailed a picture as possible of how that future world might function on a day-to-day basis. In your paper, use grammar and spell-checking programs to insure clarity. Proofread carefully prior to submitting your work. F.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
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2. Student Learning Goals
1. Describe how density causes
currents in the ocean.
2. Describe how salinity in the ocean
varies.
3. Describe how salinity and
temperature in the ocean cause
ocean currents.
4. Describe physical and chemical
properties of ocean water.
3. Timeline of Class Activities:
Day 1: View video of ocean currents from Bill Nye.
Day 2: Class discussions online interactive map of ocean currents. Student groups will pose questions and responses
to how and why these currents change from warm to cold. Students will examine why the currents cure on the
earth’s surface. View video on density and how a golf ball can float in ocean waters.
Day 3: Introduction to StroryJumper and how to upload photos and operate on the website. Students will practice
uploading a photo and posting a sample book to the class wiki.
Day 4: Student groups will begin working on creating their experiments, taking photos, and writing their detailed lab
descriptions.
Days 5-8: Students will create their StoryJumper books in groups. Post them to the class wiki. View other
classmates books and create their venn diagrams comparing and contrasting ideas.
Days 9-10: Student groups will post answers to the salinity and density questions to the class wiki. Post responses and
comments to two other classmates posts.
Final teacher evaluations will take place to ensure students have grasped the concepts of: density, salinity, and
ocean currents. The teacher will have conferences with groups regarding their cooperation, effort, and peer grading
rubrics.
4. Prior to this lesson:
1. The students would have viewed the following videos, and
understand where ocean currents are. The students know the
definition of salinity. Students can also describe the physical
and chemical properties of water molecules.
Ocean Currents video Bill Nye
http://www.youtube.com/watch?v=jbTxGexbfKw
Ocean Currents SDPTV Online Interactive
http://sdpb.pbslearningmedia.org/resource/ess05.sci.ess.
earthsys.globalsurf/examine-global-surface-currents/’
Ocean Currents slideshow NOAA
http://oceanexplorer.noaa.
gov/edu/learning/8_ocean_currents/ocean_currents.html#slide
5. Motion in the Ocean Summary
Students will view an experiment on adding salt water, cold water, and hot
water to fresh water. Based on that experiment they will recreate an
experiment changing two variables into 600ml of salt water.
The students will be creating ocean currents on a small scale and taking
photos of each phase of their experiment.
The students will take their detailed lab description of how to do their
experiment, and create an online book using StoryJumper.com
The book the students create will define how ocean currents happen based on
salinity and temperature of ocean waters.
Students will post books to the class wiki. They will make a venn diagram
comparing other books, and respond to questions.
6. Standards Addressed:
SD State Standards:
8.E.1.4. Students are able to examine the chemical and physical properties of the ocean to determine causes and effects of currents and waves.
Examples: density, temperature, salinity
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.c. Develop cultural understanding and global awareness by engaging with learners of
other cultures.
d. Contribute to project teams to produce original works or solve problems
7. Student Groups
Students will be paired with a partner with an opposite
ability level. For example the highest achieving student
will be grouped with the lowest achieving student. These
groups will allow the natural leaders to take charge to
guide the lessons, yet the lower achieving students will be
aiding in the problem solving process of developing an
experiment. Student classroom trust has already been
developed so the lower achieving students are more apt
to take risks with a partner and participate in the decision
making process.
8. First, In Class Teacher Led Demonstration
This demonstration explains water density.
The teacher could show this video to the class--or do it as a
class experiment.
Water Density Demonstration
http://www.youtube.com/watch?v=bp7-xYG1D6s&feature=youtu.be
9. Creating a new experiment
Student pairs will view the online experiment about density in ocean waters.
Water Density:
Red, blue, yellow:
http://www.youtube.com/watch?v=bpuD5ay_Il8
Then, the groups will create a new experiment using only one of the variables
from the online experiment. So, the students will have to create a new
experiment with two new variables. In their experiments they will either
change the salinity of water added, the temperature of water added, or
temperature and salinity variables together changed.
Based on the following Motion in the Ocean Rubric, the groups will create a
StoryJumper book describing their experiment. Their book will describe how
temperature and salinity cause ocean currents.
10. New Experiment
Students will create an experiment with new variables using the following outline.
1.600ml room temperature water with 2T salt added.
2. Variable one:
3. Variable two:
4. Variable three:
The most dense variable should be yellow, second most dense blue, and least dense red.
Based on the variables you choose, predict WHY your density levels vary.
After conducting your experiment, did you find your hypothesis was right? Why or why not?
DESCRIBE HOW the water moved INTO the existing water as you slowly poured it in. Using
descriptive words and diagrams, show how the water moved.
11. Motion in the Ocean Rubric
In the video the teacher used three different variables:
1. Cold Salt Water (yellow)
2. Cold Fresh Water (blue)
3. Hot Fresh Water (red)
You and your partner are to recreate the same style of experiment but you may only use one of the
existing variables above. Using any combination of fresh water, salt water, hot or cold water create a
different way to achieve the same results of: yellow, blue, red layers within the “ocean.” Your initial
600ml must have 2T of salt in it. (In the experiment the initial 600ml was fresh water) You will take
photos of your experiment at each stage. Using your photo’s you will create a book in StoryJumper.
com to explain and describe how density and currents occur in the ocean.
Email the link of your book to: Nancy.Adair@k12.sd.us
Post a link to your book to the class wiki:
https://wss6science.wikispaces.com/
12. Using StoryJumper.com create a book about ocean
currents and salinity density. Your book should
contain: a title, complete sentences, and be
descriptive of your experiment.
/10points
1. Detailed step by step lab instructions on how to
complete the experiment you and your partner
created.
*This should appear like a recipe of how to do your
experiment.
/10points
2. Using the photos you took at each stage of your
experiment, insert them into separate pages of
StoryJumper. Each photo needs a description of what
happened in your experiment.
/30points
3.The conclusion part of your story should have two
parts: to explain HOW and WHY ocean currents
happen based on temperature.
/20pints
4.The second part of your conclusion is explaining
HOW and WHY ocean salinity differs.
/20points
5.Your partner will also be grading your participation
and cooperation.
/10points
My partner listened to my
ideas.
/3points
My partner worked
cooperatively with me.
/3points
My partner worked with
me to complete this
assignment.
/4points
Individual projects will be graded by the
teacher using this rubric.
13. Using StoryJumper.com create a book about ocean
currents and salinity density. Your book should
contain: a title, complete sentences, and be
descriptive of your experiment.
How did your partner contribute:
/10points
1. Detailed step by step lab instructions on how to
complete the experiment you and your partner
created.
*This should appear like a recipe of how to do your
experiment.
How did your partner contribute:
/10points
2. Using the photos you took at each stage of your
experiment, insert them into separate pages of
StoryJumper. Each photo needs a description of what
happened in your experiment.
How did your partner contribute:
/30points
3.The conclusion part of your story should have two
parts: to explain HOW and WHY ocean currents
happen
How did your partner contribute:
/20pints
4.The second part of your conclusion is explaining
HOW and WHY ocean salinity differs.
How did your partner contribute:
/20points
I was on task and
cooperated with my
partner.
/3points
I listened to my partner
and we discussed ideas
together.
/3points
I did my share 50% of
this assignment.
/4points
Each group will receive a grade from peer
evaluations. The rubric on the left will be
used to grade your partner, you must give
specific examples of what he/she did to
help. The bottom rubric will be used to
grade yourself. I will tabulate the two
rubrics for a group score based on your
cooperation and effort.
14. Viewing other
storybooks
The partners will view two different online storybooks created
by classmates from the class wiki.
The partners will create a venn diagram of how their project is
different from their peers.
On the class wiki the students will individually post a response
to the following questions.
1. How did the chemical properties of ocean water change in
your experiment?
2.How did the physical properties of ocean water change in
your experiment?
Each student will need to post a comment to at least two other
classmates comments.
15. Websites and Resources for Teachers
Ocean Currents video Bill Nye
http://www.youtube.com/watch?v=jbTxGexbfKw
Ocean Currents SDPTV Online Interactive
http://sdpb.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.globalsurf/examine-
global-surface-currents/’
Water Density Demonstration
http://www.youtube.com/watch?v=bp7-xYG1D6s&feature=youtu.be
Ocean Currents slideshow NOAA
http://oceanexplorer.noaa.gov/edu/learning/8_ocean_currents/ocean_currents.html#slide
Class wiki
https://wss6science.wikispaces.com/
16. Websites and Resources Students will Use
Computer with access to internet
Digital Cameras and connection cords for computers
www.StoryJumper.com
Online experiment example:
http://www.youtube.com/watch?v=bpuD5ay_Il8
Classroom Wiki
https://wss6science.wikispaces.com/