Animal hole
Many animals (gophers, squirrels, rabbits, etc) dig holes to escape predators and for shelter against harsh environmental conditions, such as intense sunlight.
Author(s): No creator set

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1.4 Changing environmental attitudes
Global warming: are we responsible? Is our environmental impact damaging the planet? This unit examines the use of ozone depleting technology, the impact of fossil fuel use and explores how the development of technology can influence the direction of a society. From the Industrial Revolution to the present day find out how we have changed the planet.
Author(s): The Open University

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USGS Materials Maps
Visitors can learn about the relatively new field of imaging spectroscopy, which allows specific absorption features, caused by chemical bonds in materials, to be mapped spatially. Topics include an introduction to the procedure, environmental applications, vegetation and biota mapping, lithologic, and mineral mapping. A set of links provides access to reports, accompanied by spectroscopic images, on the use of this new tool in chosen locations.
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Animals at the extremes: Polar biology
The extreme challenges of life in the polar regions require the animals who make their habitat there to make many adaptations. This unit explores the polar climate and how animals like reindeer, polar bears, penguins, sea life and even humans manage to survive there. It looks at the adaptations to physiological proceses, the environmental effects on diet, activity and fecundity, and contrasts the strategies of aquatic and land-based animals in surviving in this extreme habitat. This unit builds
Author(s): The Open University

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Episode 102: Greening the Internet

Prof Rod Tucker spells out the environmental impact of an increasingly networked world, and how energy savings can be found with smarter technology. With science host Dr Shane Huntington.

Guest

Rod Tucker -


Author(s): up-close@unimelb.edu.au (University of Melbourne)

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An Underground River
Groundwater is one of the largest sources of drinking water, so environmental engineers need to understand groundwater flow in order to tap into this important resource. Environmental engineers also study groundwater to predict where pollution from the surface may end up. In this lesson, students will learn how water flows through the ground, what an aquifer is and what soil properties are used to predict groundwater flow.
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What's Down the Well?
This activity looks at physical models of groundwater and how environmental engineers determine possible sites for drinking water wells. During this activity, students will create their own groundwater well model using a coffee can and wire screening. The students will add red food coloring to their model to see how a pollutant can migrate through the groundwater into a drinking water resource.
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Stream Consciousness
During this activity, students will learn how environmental engineers monitor water quality in resource use and design. They will employ environmental indicators to assess the water quality of a nearby stream. Students will make general observations of water quality as well as count the number of macroinvertabrates. They will then use the information they collected to create a scale to rate how good or bad the water quality of the stream. Finally, the class will compare their numbers and discuss
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Pea Soup Ponds
In this activity, students will learn how water can be polluted by algal blooms. They will grow algae with different concentrations of fertilizer or nutrients and analyze their results as environmental engineers working to protect a local water resource.
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What's a Kid to Do?
Students write letters as part of an environmental action campaign. They become more aware of global environmental problems and play a part in their solution.
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3.8 Has the telephone led to any related or spin-off products?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
Author(s): The Open University

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3.7 Has telephone design changed over time?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
Author(s): The Open University

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3.5 Was the telephone invented in response to a need or because of developments in technology?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
Author(s): The Open University

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3.4 What was innovative about the telephone?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
Author(s): The Open University

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3.3 Who invented the telephone?
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
Author(s): The Open University

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3.1 An explanation
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
Author(s): The Open University

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Part 1 Investigating the innovation process
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
Author(s): The Open University

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Climate Change and the Fate of the Amazon 2007 - Social-science perspectives on environmental change
Social-science perspectives on environmental change in the Brazilian Amazon
Author(s): Diogenes Alves

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Water, theres are hole in my bucket
Mike Young is Professor of Water Economics and Management in the University's School of Earth and Environmental Sciences. He is one of Australia's leading water policy reformers
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Mainstreaming AIED into Education?
What will Education look like in 2010, and what will be its problems? Will AIED have anything substantial to offer, and what can we do to maximise its contributions? We argue that Education is, for understandable reasons, the discipline of classroom teaching and learning, with some attention paid to learning by individuals but very little indeed to teaching that is effective in a one-to-one situation. Further, it is not strong in formulating precise theories of learning and teaching. It is there
Author(s): Cumming Geoff,McDougall Anne

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