Learning outcomes
Water is arguably the most important physical resource as it is the one that is essential to human survival. Understanding the global water cycle and how we use water is essential to planning a sustainable source of water for the future. In the UK there are areas where water supplies are limited, showin by recent droughts. Globally, there are many reas that do ot have enough water to support the current population adequately. Decisions will have to be made on the best way to use water in a world
Learning outcomes
During the Indistrial Revolution half of the world's coal came from Britain. We still rely heavily on it today to meet our energy needs, but now we input more than we produce. Burning it introduces large amounts of gases into the atmosphere that harm the environment in a variety of ways. In this unit it will become apparent that the most appealing quality of coal is that there is plenty of it.
Learning outcomes
This unit explains the function of the cytoskeleton and its role in controlling transport of vesicles between different subcellular compartments.
Learning outcomes
This unit explains the general principles of signal transduction and specifically, how even the simplest organisms can detect and respond to events in their ever-changing environment.
Learning outcomes
In this unit we explore how proteins are the 'doers' of the cell. They are huge in number and variety and diverse in structure and function, serving both the structural building blocks and the functional machinery of the cell. Just about every process in every cell requires specific proteins. The basic principles of protein structure and function which are reviewed in this unit are crucial to understanding how proteins perform their various roles.
An Introduction to Speech Technology in Language Learning
An Introduction to Speech Technology in Language Learning
Learning outcomes
The transformation of radioactive uranium and, in some instances, thorium isotopes provides vastly more energy per unit mass of fuel than any other energy source, except nuclear fusion, and therein lies its greatest attraction. The unit considers the advantages and limitations of generating this power and the environmental and security issues that the process raises.
Learning outcomes
The energy carried by ocean waves derives from a proportion of the wind energy transferred to the ocean surface by frictional drag. So, ultimately it stems from the proportion of incoming solar energy that drives air movement. Just how much energy is carried by a single wave depends on the wind speed and the area of ocean surface that it crosses; wave height, wavelength, and therefore wave energy, are functions of the distance or fetch over which the wind blows.
This unit considers the power
Learning outcomes
Hydroelectric energy is ultimately solar energy converted through evaporation of water, movement of air masses and precipitation to gravitational potential energy and then to the kinetic energy of water flowing down a slope. That energy was harnessed for centuries through the use of water wheels to drive mills, forges and textile works, before being supplanted by coal-fired steam energy.
The unit considers hydropower as a potential source of useable energy.
Learning outcomes
Wind energy was the fastest growing power source at the starts of the 21st century, yet wind-driven mills and pumps, and nautical sails for transport, were, along with waterwheels, the first mechanical devices to power industrial production. The advantages of harnessing wind energy are obvious; it is free, clean and widely available. This unit explores the Wind as a potential source of useable energy.
Learning outcomes
Energy from sources other than fossil and nuclear fuels is to a large extent free of the concerns about environmental effects and renewability that characterize those two sources. Each alternative source supplies energy continuall, whether or not we use it, and most have their origins in energy generated outside the Earth, yet the potential of each is limited by its total supply set against its rate of use. The Sun will radiate energy until it ceases thermonuclear fusion, in around 5 billion yea
Learning outcomes
Energy from sources other than fossil and nuclear fuels is to a large extent free of the concerns about environmental effects and renewability that characterise those two sources. Each alternative source supplies energy continually, whether or not we use it. This unit considers one of these alternative sources, geothermal energy derived from the interior heat of the Earth, and the potential for this alternative to supplant fossil and nuclear fuel use to power social needs fast enough to avoid t
Learning outcomes
There is increasing recognition that the reductionist mindset that is currently dominating society, rooted in unlimited economic growth unperceptive to its social and environmental impact, cannot resolve the converging environmental, social and economic crises we now face. The primary aim of this unit is to encourage the shift away from reductionist and human centred thinking towards a holistic and ecological worldview.
Learning outcomes By the end of this unit you should be able to: practise a very basic implementation of cyber
Learning outcomes
There is increasing recognition that the reductionist mindset that is currently dominating society, rooted in unlimited economic growth unperceptive to its social and environmental impact, cannot resolve the converging environmental, social and economic crises we now face. The primary aim of this unit is to encourage the shift away from reductionist and human centred thinking towards a holistic and ecological worldview.
Learning outcomes By the end of this unit you will be able to: divide one number by another; divide using decimals; practise your division skills. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s): Learning outcomes Learning outcomes Learning outcomes Learning outcomes
Do you want to improve your ability to subtract one number from another, especially if decimals are involved, without having to rely on a calculator? This unit will help you get to grips with subtraction and give you some practice in doing it.
This unit explores conceptual tools for assisting our thinking and deliberation on what matters. The notion of ‘framing’ nature is introduced and three readings provide an understanding of systems thinking for explicitly framing issues of environmental responsibility.
This unit considers environmental responsibility and what may matter from a caring perspective and an accountability perspective. Caring for an environment compromising the natural world and ensuring accountability for harm or wrong done to the environment.
This unit focuses on the substance of environmental responsibility – what matters. The question ‘What should constitute our prime focus of attention?’ can prompt different responses. We consider two points of contrast in differing focuses on what matters:
1 a distinction between nature and the environment
2 a distinction between nature/environment and related human interactions
