Appendix 2 Acronyms
Optical-fibre communications became commercially viable in the 1970s and innovation continues today. This unit will illustrate how very high data rates can be transmitted over long distances through optical fibres. You will learn how these fibres are linked, examine the technology used and assess the future direction of this continually developing area of communication.
Author(s): The Open University

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Introducción al Derecho (2011)
Esta asignatura se configura dentro del Primer Curso del Grado en Relaciones Laborales de la Universidad de Cantabria, teniendo como finalidad, la asimilación de conceptos jurídicos básicos. A tal efecto, se efectúa una aproximación a la idea de Derecho; se estudia la norma jurídica; las fuentes del Derecho; el Estado y sus instituciones básicas; y los derechos fundamentales.
Author(s): Agustín Villalba Zabala

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Rights not set

Food Chains and Food Webs - Balance within Natural Systems
This lesson, supported by the provided power point lecture ( LESSON 1 and 2 Ecology Lecture Supplement ), introduces students to the concepts of food chains and food webs. Through its use, students learn the difference between producers and consumers and study how these organisms function within their communities to interact in various food chains. Multiple food chains link together to form intricate and balanced food webs. Focus continues to rest on the Sonoran Desert. At the conclusion of this
Author(s): VU Bioengineering RET Program,

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Copyright 2011 - VU Bioengineering RET Program, School of Engineering, Vanderbilt University,http://www.teachengineering.org/policy_ipp.php

Digital Mapping and Geographic Information Systems (GIS)
Geographic Information Systems (GIS), once used predominantly by experts in cartography and computer programming, have become more and more pervasive in both business and consumer use. This unit explores GIS in general as a technology for about which more can be learned, and it also explores applications of that technology. Students will especially get to experience GIS technology through the use of Google Earth on the environmental topic of plastics in the ocean in an area known as the Great Pa
Author(s): University of Houston,

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Copyright 2011 - University of Houston, National Science Foundation GK-12 and Research Experience for Teachers (RET) Programs,http://www.teachengineering.org/policy_ipp.php

Cereal Magnets
In this activity, students will design a process that removes the most iron from the cereal. This activity is meant for the students to experiment with different materials using what they know about iron, magnets, and forces to design the best process for removing the iron from the cereal.
Author(s): Engineering K-Ph.D. Program,

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Copyright 2011 - Engineering K-Ph.D. Program, Pratt School of Engineering, Duke University,http://www.teachengineering.org/policy_ipp.php

Biodomes Engineering Design Project: Lessons 2-6
In this multi-day activity, students explore environments, ecosystems, energy flow and organism interactions by creating a scale model biodome, following the steps of the engineering design process. The Procedure section provides activity instructions for Biodomes unit, lessons 2-6, as students work through Parts 1-6 to develop their model biodome. Subjects include energy flow and food chains, basic needs of plants and animals, and the importance of decomposers. Students consider why a solid und
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Chemical Wonders
Students are introduced to chemical engineering and learn about its many different applications. They are provided with a basic introduction to matter and its different properties and states. An associated hands-on activity gives students a chance to test their knowledge of the states of matter and how to make observations using their five senses: touch, smell, sound, sight and taste.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Physics of Roller Coasters
Students explore the physics utilized by engineers in designing today’s roller coasters, including potential and kinetic energy, friction, and gravity. First, students learn that all true roller coasters are completely driven by the force of gravity and that the conversion between potential and kinetic energy is essential to all roller coasters. Second, they also consider the role of friction in slowing down cars in roller coasters. Finally, they examine the acceleration of roller coaster cars
Author(s): Engineering K-Ph.D. Program,

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Copyright 2009 - Engineering K-Ph.D. Program, Pratt School of Engineering, Duke University,http://www.teachengineering.org/policy_ipp.php

The Strongest Pump of All
In this lesson the students will learn how the heart functions. Students will be introduced to the concept of action potential generation. The lesson will explain how action potential generation causes the electrical current that causes muscle contraction in the heart. Students will be introduced to the basic electrical signal generated by the heart; P, QRS, and T waves. The lesson will approach the heart from an engineering standpoint and encourage students to design ways to improve heart funct
Author(s): Department of Biomedical Engineering,

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Copyright 2011 - Department of Biomedical Engineering, University of Virginia,http://www.teachengineering.org/policy_ipp.php

News Flash!
This activity illustrates the interrelationship between science and engineering in the context of extinction prevention. There are two parts to the activity. The first part challenges students to think like scientists as they generate reports on endangered species and give presentations worthy of a news channel or radio broadcast. The second part puts students in the shoes of engineers, designing ways to help the endangered species.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Solving Energy Problems
The culminating energy project is introduced and the technical problem solving process is applied to get the students started on the project. By the end of the class, the students should have a good perspective on what they have already learned and what they still need to learn to complete the project.
Author(s): Office of Educational Partnerships,

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Copyright 2011 - Office of Educational Partnerships, Clarkson University, Potsdam, NY,http://www.teachengineering.org/policy_ipp.php

Solar Water Heater
Student teams design and build solar water heating devices that mimic those used in residences to capture energy in the form of solar radiation and convert it to thermal energy. This thermal energy is next transferred to water (to be used as domestic hot water) in the form of heat. In doing this, students gain a better understanding of the three different types of heat transfer, each of which plays a role in the solar water heater design. Once the model devices are constructed, students perform
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

A Tornado in My State?
Students will analyze data of tornadoes throughout the United States. They will create a bar graph of the number of tornadoes for the top ten states in the country and then calculate the median and the mode of the data.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Earthquake Formation
Students learn about the structure of the earth and how an earthquake happens. In one activity, students make a model of the earth including all of its layers. In a teacher-led demonstration, students learn about continental drift. In another activity, students create models demonstrating the different types of faults.
Author(s): Integrated Teaching and Learning Program,

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Copyright 2011 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder,http://www.teachengineering.org/policy_ipp.php

Surgical Resident for a Day
In this activity, students will become surgical residents for the day. As a team, they will be asked to use surgical instruments to complete a task inside of a black box. They will be able to see inside of the box with the help of a “laparoscope” (webcam and flashlight). This activity is intended to show the students one application of medical instruments, as well as to allow them to see first had how form fits function. They will also realize that an engineer’s job does not end with a fin
Author(s): Techtronics Program,

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Copyright 2011 - Techtronics Program, Pratt School of Engineering, Duke University,http://www.teachengineering.org/policy_ipp.php

Build a Birdhouse
Students will construct bird nests and birdhouses. The students will research a bird of their choice in order to design a house that will meet that bird’s specific needs. This activity works well in conjunction with a 9th – 12th woodshop class whose students would partner up with your class, however this is not a necessity.
Author(s): K-12 Outreach Office,

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Copyright 2011 - K-12 Outreach Office, Worcester Polytechnic Institute,http://www.teachengineering.org/policy_ipp.php

Generators: Three Mile Island vs. Hoover Dam
Students are given a history of electricity and its development into the modern age lifeline upon which we so depend. The methods of power generation are introduced, and further discussion of each technology’s pros and cons follows.
Author(s): Techtronics Program,

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Copyright 2011 - Techtronics Program, Pratt School of Engineering, Duke University,http://www.teachengineering.org/policy_ipp.php

Do Plants Eat?
Through a teacher-led discussion, students realize that the food energy plants obtain comes from sunlight via the plant process of photosynthesis. They learn what photosynthesis is, at an age-appropriate level of detail and vocabulary, and then begin to question how we know that photosynthesis occurs, if we can’t see it happening. Elodea is a common water plant that students can use to directly observe evidence of photosynthesis. When Elodea is placed in a glass beaker near a good light source
Author(s): Engineering K-Ph.D. Program,

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Copyright 2011 - Engineering K-Ph.D. Program, Pratt School of Engineering, Duke University,http://www.teachengineering.org/policy_ipp.php

Hot Cans and Cold Cans
Students apply the concepts of conduction, convection, and radiation as they work in teams to solve two problems. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately body temperature, and the other problem is to cause an identical soda can of warm water to cool as much as possible during the same thirty-minute time interval. Students design their solutions using only common everyday materials, and they record the water temperatures in t
Author(s): Engineering K-Ph.D. Program,

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Copyright 2011 - Engineering K-Ph.D. Program, Duke University, Pratt School of Engineering,http://www.teachengineering.org/policy_ipp.php