Model Greenhouses
Students learn about the advantages and disadvantages of the greenhouse effect. They construct their own miniature greenhouses and explore how their designs take advantage of heat transfer processes to create controlled environments. They record and graph measurements, comparing the greenhouse indoor and outdoor temperatures over time. Students are also introduced to global issues such as greenhouse gas emissions and their relationship to global warming.
Author(s): Denise W. Carlson,Landon B. Gennetten,Lauren Coope

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Energy Basics
Demos and activities in this lesson are intended to illustrate the basic concepts of energy science -- work, force, energy, power etc. and the relationships among them. The "lecture" portion of the lesson includes many demonstrations to keep students engaged, yet has high expectations for the students to perform energy related calculations and convert units as required. A homework assignment and quiz are used to reinforce and assess these basic engineering science concepts.
Author(s): Jan DeWaters,Susan Powers

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Lunar Rotation and Flyby from Clementine Data
Clementine was a joint project between the Strategic Defense Initiative Organization and NASA. The objective of the mission was to test sensors and spacecraft components under extended exposure to the space environment and to make scientific observations of the Moon and the near-Earth asteroid 1620 Geographos. Clementine was launched on 25 January 1994 at 16:34 UTC (12:34 PM EDT) from Vandenberg AFB aboard a Titan IIG rocket. After two Earth flybys, lunar insertion was achieved on February 21. L
Author(s): Cindy Starr,David Smith,Frank Lemoine,Gregory Neum

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Digital Library Object - Command and control for training and combat operations: a case study of cur
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Excellence With Equity: A Social Movement for the 21st Century
Ronald Ferguson teaches us about the GAP initiative. How he wants us to achieve a better school system using this initiative and equity.
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Talking and listening

The emphasis on talking and listening in English Language 5–14 was greeted with genuine surprise in schools, despite policy documents since 1965 advocating the importance of planned contexts for talk and of accepting and developing the language children bring to school. Improved standards in talking and listening, measured by AAP surveys and a selection of HMI school reports, came when teachers corrected the mismatch between their practice and the balance required by the Guidelines.<
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

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