This is an information sheet on the species, Acropora millepora, provided by the University of Michigan Museum of Zoology.
This is an information sheet on the species, Actias luna, provided by the University of Michigan Museum of Zoology.
This is an information sheet on the species, Actinia equina, provided by the University of Michigan Museum of Zoology.
This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:
"Actinobacteria are some of the most widely distributed bacteria in soils and are well known for their ability to degrade plant residues in pure culture in the laboratory. Yet, despite the importance of microbe-driven decomposition to carbon sequestration in terrestrial systems, their importance and specific activity across diverse environments in the field are unknown. Researchers recently evaluated the ecophysiological roles of Actinobacteria in rice straw residue decomposition in a series of field and microcosm experiments. They found that although Actinobacteria represented only 4.6% of the total bacterial abundance, they encoded 16% of the total carbohydrate-active enzymes (CAZymes) involved in the breakdown of carbohydrates. The researchers also found that Actinobacteria taxonomic and functional compositions were relatively stable during straw decomposition and that the importance of Actinobacteria in decomposition increased as soil fertility decreased..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.
This is an information sheet on the species, Actinopterygii, provided by the University of Michigan Museum of Zoology.
Using the article "Stop Raising Awareness Already" by Cristiano and Neimand and a six-step template, students create a plan to show how they apply the knowledge learned throughout the term to make a broader impact. The students are asked to very narrowly choose a single action they want a group of stakeholders to take and develop a multiple-step plan to accomplish the action. The students are required to select and justify a targeted stakeholder, develop an action, identify a messenger that can influence their targeted stakeholder to take the action, develop a sticky message relating the "ask" to the goal of the campaign, and document their key assumptions imbedded in their action plan.
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This assignment is a 10-hour, out-of-class project where each student
designs and carries out an action plan to enhance sustainability.
Students select from a large suite of alternative actions, most of which
can be quantified for reductions in CO2 and energy consumption, as well
as in dollar savings.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
This is an information sheet on the species, Actitis macularia, provided by the University of Michigan Museum of Zoology.
This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:
"Humans rely on microbial communities in both natural and applied settings. One such applied setting is wastewater treatment plants, which use microbial communities to remove pollutants. However, the stability of the taxonomic diversity in these settings is not well understood. To close this gap, researchers examined how the microbial community in activated sludge changed over time in a full-scale wastewater treatment plant. For the first 3 years of a 9-year series, the microbial community fluctuated around a stable average. Then a bleaching event, marked in red under the timeline, abruptly pushed the community to an alternative stable state, where the originally dominant Actinobacteriota were disproportionally depleted and replaced with Proteobacteria, but these taxonomic changes led to little change in either the metabolic profile of the community or system performance. In a fine-scale analysis of dynamics, the researchers identified cohorts that dominated at different periods..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.
This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:
"Acute myeloid leukemia (AML) is a type of blood and bone marrow cancer with a low survival rate. One reason AML is so deadly is because it can evade the immune system, in part by downregulating proteins like MICA, which normally marks damaged or cancerous cells in the body for immune destruction. To improve treatment prospects, researchers recently searched for molecules that can restore MICA levels in AML cells. They found that the transcription factor KFL4 is involved in MICA expression. In addition, treating cultured AML cells with the KLF4-activating compound APTO253 successfully induced MICA expression, while inhibiting the expression of the cancer gene MYC. These changes made the AML cells more susceptible to being killed by immune cells. Although studies in animals and humans are still needed, these findings reveal that APTO253 can improve immune cells’ ability to detect and kill AML cells and suggest that targeting KFL4/MICA is a promising option for AML treatment..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.
Using the signal transduction pathway for the cholera toxin to understand activation and inhibition.
By far most field trips in structural geology and regional tectonics do NOT take place in large urban centers with a trip focus on mitigation of hazards. What is described here is an example of the instructional and learning opportunities associated with active tectonic examination of large population centers.
ACTIVE TECTONICS, HAZARDS, ACTIVE TECTONICS AND SOCIETY, URBAN GEOLOGY, EARTHQUAKES
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Active transport is reliant on carrier proteins and thus follows the same rules as facilitated diffusion in that they are specific have a maximum rate and are subject to competition. Crucially they transport substances against their concentration gradient and so require energy to work.
Students compare and contrast passive and active transport by playing a game to model this phenomenon. Movement through cell membranes is also modeled, as well as the structure and movement typical of the fluid mosaic model of the cell membrane. Concentration gradient, sizes, shapes and polarity of molecules determine the method of movement through cell membranes. This activity is associated with the Test your Mettle phase of the legacy cycle.
This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:
"In northern ecosystems, winter carbon loss is estimated to exceed growing season carbon uptake, primarily because of microbial decomposition. Viruses in soil alter microbial carbon cycling by affecting metabolic pathways and killing their hosts, but whether viruses are active under anoxic and sub-freezing soil conditions remains unknown. To find out, a recent study used stable isotope probing (SIP) targeted metagenomics to investigate active microbes in Alaskan Arctic peat soils under simulated winter conditions, with a particular focus on viruses and virus-host dynamics. Overall, 46 bacterial and 243 viral populations actively took up soil water labeled with ¹⁸O and respired CO₂. Active bacteria represented a small proportion of the total microbial community but were able to ferment and degrade organic matter. In contrast, a large diversity of viruses were found to be active, one-third of which were linked to active bacteria..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.
Actividades para trabajar las diferentes tortugas con alumnos de educación infantil.
This resource includes three classroom-tested activities that were created using the ideas outlined in the article “Getting more out of animations” by Pruneski and Donovan (in press). The driving idea is that animations can be a powerful tool for learning complex biological processes, but when students are passive viewers, it limits their usefulness and may become simply another source of content to be memorized. Engaging students with animations can greatly increase the amount of information that can be extracted and can help students develop important learning skills that can be useful in the future.
These sample assignments help make the use of animations more effective and active by structuring student viewing using guiding questions. These questions focus on particular objects, features, or steps of the process to help students accomplish specific learning objectives for that topic. The assignments also help students think about animations as media objects that are created by scientists and animators using specific tools and conventions that affect how the process is depicted and the ways in which it should be viewed. Lastly, by comparing and contrasting multiple animations of the same process, students can extract more information, overcome the limitations of each individual animations, and generate a more complete view of the process.
In the minerals and products activity, students match physical products with actual mineral samples, using observable properties as well as the minerals' chemical formulas and some products' ingredient lists.
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The discussion presented here is meant to augment, not replace, the pre-class reading, as well as to provide an introduction to concept maps.
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This short activity (10--15 minutes) for Unit 1 introduces students to the general relationship between economic development and resource use, and, particularly with the follow-up homework, the relationship among growing populations, increasing economic development, and natural resource extraction. The activity is intended to be completed by individuals or small groups but could also be used for a guided class discussion. This activity serves as a transition to Unit 2.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)