Plant water relations are presented in this learning activity to help participants understand the components of water potential, explain how water moves through plants, provide examples of plant adaptations to water stress, and have a general understanding of how water potential can be measured.

This video describes the ecological footprint and its limitation. It goes into some depth on the computation on the footprint and what it means for the global population. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.

Forecasting is the ultimate form of model validation. But even if a perfect model is in hand, imperfect forecasts are likely. This course will cover the factors that limit our ability to produce good forecasts, will show how the quality of forecasts can be gauged a priori (predicting our ability to predict!), and will cover the state of the art in operational atmosphere and ocean forecasting systems.

This course is designed to early childhood education professionals with the knowledge and skills to teach each content area according to the preschool learning guidelines, or state standards. This module as part of the course on the preschool learning experiences will explain each part of the standard and give examples of how to teach the standard within an integrated curriculum. Through presentations, online resources, readings, and assignments students will gain knowledge of the components of each area: mathematics, English language arts, science and technology/engineering, the arts, and health education, and history and social science. The last module will cover the content of the Early Childhood Program Standards and how to incorporate those standards into daily practice.

Principles of Continuum Applied Mathematics covers fundamental concepts in continuous applied mathematics, including applications from traffic flow, fluids, elasticity, granular flows, etc. The class also covers continuum limit; conservation laws, quasi-equilibrium; kinematic waves; characteristics, simple waves, shocks; diffusion (linear and nonlinear); numerical solution of wave equations; finite differences, consistency, stability; discrete and fast Fourier transforms; spectral methods; transforms and series (Fourier, Laplace). Additional topics may include sonic booms, Mach cone, caustics, lattices, dispersion, and group velocity.

"This course provides an introduction to the chemistry of biological, inorganic, and organic molecules.ĺĘTheĺĘemphasis isĺĘon basic principles of atomic and molecular electronic structure, thermodynamics, acid-base and redox equilibria, chemical kinetics, and catalysis. In an effort to illuminate connections between chemistry and biology, a list of the biology-, medicine-, and MIT research-related examples used in 5.111 is provided in Biology-Related Examples. Acknowledgements Development and implementation of the biology-related materials in this course were funded through an HHMI Professors grant to Prof. Catherine L. Drennan."

In principles of economics students many times have trouble understanding the concept of opportunity cost, connecting opportunity cost to comparative advantage, and differentiating between absolute advantage and comparative advantage. This activity allows the instructor to detect whether a large number of students exhibit any of these misconceptions, and then focus on the most problematic concepts in class.

This class introduces students to the interdisciplinary nature of 21st-century engineering projects with three threads of learning: a technical toolkit, a social science toolkit, and a methodology for problem-based learning. Students encounter the social, political, economic, and technological challenges of engineering practice by participating in real engineering projects with faculty and industry; this semester's major project focuses on the engineering and economics of solar cells. Student teams will create prototypes and mixed media reports with exercises in project planning, analysis, design, optimization, demonstration, reporting and team building.

Explores the interaction of radiation with matter at the microscopic level from both the theoretical and experimental viewpoints. Emphasis on radiation effects in biological systems. Topics include energy deposition by various types of radiation, including the creation and behavior of secondary radiations; the effects of radiation on cells and on DNA; and experimental techniques used to measure these radiation effects. Cavity theory, microdosimetry and methods used to simulate radiation track structure are reviewed. Examples of current literature used to relate theory, modeling, and experimental methods. Requires a term paper and presentation. The central theme of this course is the interaction of radiation with biological material. The course is intended to provide a broad understanding of how different types of radiation deposit energy, including the creation and behavior of secondary radiations; of how radiation affects cells and why the different types of radiation have very different biological effects. Topics will include: the effects of radiation on biological systems including DNA damage; in vitro cell survival models; and in vivo mammalian systems. The course covers radiation therapy, radiation syndromes in humans and carcinogenesis. Environmental radiation sources on earth and in space, and aspects of radiation protection are also discussed. Examples from the current literature will be used to supplement lecture material.

The aim of this course is to introduce the principles of the Global Positioning System and to demonstrate its application to various aspects of Earth Sciences. The specific content of the course depends each year on the interests of the students in the class. In some cases, the class interests are towards the geophysical applications of GPS and we concentrate on high precision (millimeter level) positioning on regional and global scales. In other cases, the interests have been more toward engineering applications of kinematic positioning with GPS in which case the concentration is on positioning with slightly less accuracy but being able to do so for a moving object. In all cases, we concentrate on the fundamental issues so that students should gain an understanding of the basic limitations of the system and how to extend its application to areas not yet fully explored.

In this course, students identify issues in educational or other professional settings on which to focus their critical and creative thinking skills. Each student works through the different stages of research and action - from defining a manageable project to communicating findings and plans for further work. Supervision is provided when the student's research centers on new teaching practices, workshops in the community, or volunteer. The classes run as workshops in which students are introduced to and then practice using tools for research, writing, communicating, and supporting the work of others.

What's it like to do mathematical research? The "Project Laboratory in Mathematics" course from MIT's OpenCourseWare provides some fine insights into this endeavor. The course was originally developed by Professor Haynes Miller and features information about how to help students "explore puzzling and complex mathematical situations." The site includes selected video lectures from the course, instructor insights, and a selection of projects and examples, such as "The Dynamics of Successive Differences Over Z and R." Also, the site includes information on how to customize this course for a variety of settings, along with examples of classroom activities and helpful resources.

In this activity, students use a microcomputer connected to a light sensor and temperature probe to explore the reflection and absorption of radiation for different surfaces. Students follow instructions in this guided inquiry based lab and are then asked to design an experiment of their own to either test the reflectivity of sand, soils, water and other materials or to investigate the effect of different surface textures on reflectivity. On this Starting Point page, users can access information about the exercise's learning goals, context for use, teaching notes and tips, teaching materials, assessment ideas, references and topics covered.

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts.

This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.

Table of Contents
Chapter 1: Self-directed multimodal learning within a context of transformative open education
Chapter 2: The affordances of the Community of Inquiry framework for self-directed blended learning in South African research
Chapter 3: Adaptive learning technology to enhance self-directed learning
Chapter 4: A systematic literature review to probe design guidelines for a self-directed blended learning environment
Chapter 5: Diffractive pathways in self-directed multimodal learning: experiences from Botswana and South Africa
Chapter 6: Implementing cooperative learning elements in Google Docs to optimise the online social presence in a self-directed environment
Chapter 7: Situated and culturally appropriate self-directed multimodal learning
Chapter 8: Scaffolding teachers’ critical reflection in a South African distance learning programme through a design-based study
Chapter 9: Optimising the Community of Inquiry principles of online self-directed learning environments
Chapter 10: Blending and cooperating in the computer literacy classroom: An opportunity to develop self-directed learning skills

Seminar for mathematics majors. Students present and discuss the subject matter, taken from current journals or books and write up exercises. Topic for spring 2003: Elementary topological properties of differentiable manifolds. Topics covered include Sard's theorem, the Thom transversality theorem, vector fields and the Poincare-Hopf theorem, and cohomolgy via differential forms. Prerequisites subject to negotiation with the instructor. Instruction and practice in oral communication provided. In this course, students take turns in giving lectures. For the most part, the lectures are based on Robert Osserman's classic book A Survey of Minimal Surfaces, Dover Phoenix Editions. New York: Dover Publications, May 1, 2002. ISBN: 0486495140.

Introductory Sociology Course developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Module and is also named OSS021. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.

Through this module, sociology of education, a subject that is not taught in secondary schools, you will acquire a very important intellectual asset for your future teaching career. It is the only subject that can give you a better grasp of the overall education process and the meaning of teaching practices, and raise your awareness of the imperatives of social dynamics. However, we must not forget that a truly professional understanding of the education process also requires the acquisition of scientific knowledge from related disciplines such as psychology, philosophy, history, statistics, and so on.

Designed for students of Hispanic descent and raised in the US. Expands oral and written grammar study and increases contact with standard Spanish. Studies recent fiction and poetry as well as specific historical, social, economic, and political aspects of Mexican-American, Puerto Rican, and Cuban cultures. Many of the nonliterary readings are in English; class discussions in Spanish. Taught in Spanish. Fron the course home page: Course Description Spanish for Bilingual Students is an intermediate course designed principally for heritage learners, but which includes other students interested in specific content areas, such as US Latino immigration, identity, ethnicity, education and representation in the media. Linguistic goals include vocabulary acquisition, improvement in writing, and enhancement of formal communicative skills.

This activity asks students to place 6-10 events in Earth history on a timeline, first working in small groups and then as a class. Then, through questions, important points such as how certain events are dated, where humanity fits in, and so forth, can be brought up. The Starting Point website builds a context for the exercise by detailing the learning goals, teaching notes and materials (downloadable), and additional resources.

This course teaches the art of guessing results and solving problems without doing a proof or an exact calculation. Techniques include extreme-cases reasoning, dimensional analysis, successive approximation, discretization, generalization, and pictorial analysis. Applications include mental calculation, solid geometry, musical intervals, logarithms, integration, infinite series, solitaire, and differential equations. (No epsilons or deltas are harmed by taking this course.) This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.