Student are introduced to rivers, and to the components of the water cycle. They think about the effects of communities, sidewalks and roads on the natural flow of rainwater. Students also learn about the role of engineering in community planning and protecting our natural resources.
Students reinforce their understanding of rocks, the rock cycle, and geotechnical engineering by playing a trivia game. They work in groups to prepare Jeopardy-type trivia questions (answers) and compete against each other to demonstrate their knowledge of rocks and engineering.
Students learn the basics about soil, including its formation, characteristics and importance. They are also introduced to soil profiles and how engineers conduct site investigations to learn about soil quality for development, contamination transport, and assessing the general environmental health of an area.
Hot Problem Solving
Student teams follow the steps of the engineering design process to meet the challenge of getting their entire class from one location on the playground to the sidewalk without touching the ground between. The class develops a well thought-out plan while following the steps of the engineering design process. Then, they test their solution by going outside and trying it out. Through the post-activity assessment, they compare their problem-solving experience to real life engineering challenges, su
Touch and Discover
Students work in pairs or small groups to identify and categorize various objects. One student is blindfolded and the other student chooses five objects for their partner to identify. The blindfolded student has to describe and try to identify the object based solely on touch. Both students then record their data, describing the objects first as human-made or natural, then living or non-living, and finally physical characteristics.
Glue Sticks Bend & Twist
Students use hot glue gun sticks to learn about the forces of tension, compression and torsion.
Energetic Musical Instruments
Students will learn to apply the principles and concepts associated with energy and the transfer of energy in an engineering context through the designing and making of a musical instrument. The students must choose from a variety of supplies presented to them to make an instrument capable of producing three different tones. After the accomplishment of the design, students must explain the energy transfer mechanism in sufficient detail and describe how they could make their instruments better.
Analyze the Data
Students go through the logical process of quantitatively analyzing data from the FasTracks system. They gain experience identifying problems with the current design based upon their earlier observations and experiences in activities 1 and 2. Students discuss the flaws that they find in the system. This activity requires the use of the FasTracks Living Lab, a web portal to interactive train (transit) traffic data for a major metropolitan city.
Rocks, Rocks, Rocks
Student teams will test rocks to identify and record rock properties such as luster, hardness, color, etc., and classify rocks as igneous, metamorphic and sedimentary. They will complete a worksheet table with all of their rock properties, and then answer some worksheet questions to deepen their understanding of rock properties and relate them to the cavern design problem.
Leaning Tower of Pasta
Using spaghetti and marshmallows, students experiment with different structures to determine which ones are able to handle the greatest amount of load. Their experiments help them to further understand the effects that compression and tension forces have with respect to the strength of structures. Spaghetti cannot hold much tension or compression; therefore, it breaks very easily. Marshmallows handle compression well, but do not hold up to tension.
How Tall Are We?
Kindergartners measure each other's height using large building blocks, then visit a 2nd and a 4th grade class to measure those students. They can also measure adults in the school community. Results are displayed in age-appropriate bar graphs (paper cut-outs of miniature building blocks glued on paper to form a bar graph) comparing the different age groups. The activities that comprise this lesson help students develop the concepts and vocabulary to describe, in a non-ambiguous way, how height
7.2 Developing a strategy Present notes/records that show you have planned your use of skills to work with others. Your evidence must include: the goals you hope to achieve over 3–4 months or so; you should indicate how these goals relate to the context in which you are working and to your current capabilities; notes/records about the resources you might use and what information you need to support you in developing your skills and completing the work; for e
Present notes/records that show you have planned your use of skills to work with others. Your evidence must include:
the goals you hope to achieve over 3–4 months or so; you should indicate how these goals relate to the context in which you are working and to your current capabilities;
notes/records about the resources you might use and what information you need to support you in developing your skills and completing the work; for e
In this unit you will find a discussion of the national curricula framework in Scotland. This is discussed in terms of the literacy curricula, and compared to the framework set up in England and Wales.
Quality in Environmental Analysis
This site contains a PowerPoint presentation that describes the terms and principles of quality assurance (QA) and quality control (QC) for environmental analysis. The presentation is easy to understand and QA explanations are concise.
4.2.1 ATM physical layer The ATM physical layer is divided into two sub-layers: the transmission convergence sub-layer and the physical medium sub-layer. Functions of the transmission convergence sub-layer include generating and receiving cells, and generating and verifying the cyclic redundancy check in the header error control field. For correct interpretation of ATM cells it is important to identify the beginning of a cell. In theory, if ATM cells are transmitted as a continuous stream of bits,
The ATM physical layer is divided into two sub-layers: the transmission convergence sub-layer and the physical medium sub-layer.
Functions of the transmission convergence sub-layer include generating and receiving cells, and generating and verifying the cyclic redundancy check in the header error control field. For correct interpretation of ATM cells it is important to identify the beginning of a cell. In theory, if ATM cells are transmitted as a continuous stream of bits,
Marriott's cross-cultural hospitality
Marriott Corporation executive Ed Fuller talks March 29, 2011, at Thunderbird School of Global Management about cross-cultural hospitality.
Closing the gap between strategy and execution: making hard choices
In the second of a three part podcast series Donald Sull, Associate Professor of Management Practice, proposes that we should replace the liner view with an iterative approach that sees strategy always and everywhere as unfolding in a repeated cycle.
Priciples of DNA for Officers of the Court
An interactive course designed to inform beginning students of the basic principles of DNA testing. The course covers the biology of DNA,statistics and population genetics, forensic databases, and the presentation of forensic DNA evidence in court. Links are provided so that the viewer can move between major course topics.
Back to the good old days
Loosely coupled networks, like those used in medieval Britain and 14th century Tuscany, are increasingly being adopted by leading modern companies
Técnicas de Reconocimiento y Síntesis del Habla
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