Market to Market is a part of the Iowa Public Television. The website includes videos of feature stories and market analysis by analyst Ted Seifried. In addition, there is Market to Market in the classroom where there are videos on business, technology and science of agriculture.
This is a lesson about determining planetary composition. Learners will use a reflectometer to determine which minerals are present (from a set of knowns) in a sample of Mars soil simulant. Requires the use of ALTA II spectrometers (which may be borrowed from the Lunar and Planetary Institute or purchased online) and Mars soil simulant. The activity is part of Project Spectra, a science and engineering program for middle-high school students, focusing on how light is used to explore the Solar System.
A realistic mass and spring laboratory. Hang masses from springs and adjust the spring stiffness and damping. You can even slow time. Transport the lab to different planets. A chart shows the kinetic, potential, and thermal energy for each spring.
In this problem-based learning module, students will examine various forms of media and the ways that it can influence personal and social behavior. They first will work in stations to examine different types of media and explore what that media is while also addressing how it makes them feel. Afterward, they will work in small groups to create their own influential piece of media which communicates a problem they feel is facing their school.
This video examines the global perspective of materials. It looks that the difference between reserves and resources and considers the question of "running out" of materials.This video part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.
This video explains what is meant by a materials life cycle framework. It describes what happens at each step in the life cycle and why designers should consider the life cycle in the design process. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.
This video examines the use of life cycle assessment methods as an aid to the design process. It introduces three methods: full life cycle assessment, streamlined life cycle assessment, and economic input-output life cycle assessment. The advantages and limits of each stated. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.
What can we learn from nature's designs for sustainability? This video compares nature's methods with the industrial era methods of design. It recommends a design strategy based on the connection or relationship between things as a means to achieve transformative innovation for sustainability. This video is part of the Sustainability Learning Suites, made possible in part by a grant from the National Science Foundation. See 'Learn more about this resource' for Learning Objectives and Activities.
Students investigate the materials properties such as acoustical absorptivity, light reflectivity, thermal conductivity, hardness, and water resistance of various materials. They use sound, light and temperature sensors to collect data on various materials. They practice making design decisions about what materials would be best to use for specific purposes and projects, such as designing houses in certain environments to meet client requirements. After testing, they use the provided/tested materials to design and build model houses to meet client specifications.
Throughout human history, the development of new machines to replace and enhance human and animal labor has played a major role in the energy sector. Key advancements include combustion engines and turbines, which convert fuels like gasoline and natural gas into useful work.
Learn about position, velocity, and acceleration in the "Arena of Pain". Use the green arrow to move the ball. Add more walls to the arena to make the game more difficult. Try to make a goal as fast as you can.
Students experience data collection, analysis and inquiry in this LEGO® MINDSTORMS® NXT -based activity. They measure the position of an oscillating platform using a ultrasonic sensor and perform statistical analysis to determine the mean, mode, median, percent difference and percent error for the collected data.
This is a set of three, one-page problems about the size and area of solar panels used to generate power. Learners will calculate area fractions to compare the sizes and distances of Jupiter's moons. Options are presented so that students may learn about the Juno mission through a NASA press release or about how solar energy is used by various NASA satellites and technology by viewing a NASA eClips video [3 min.]. This activity is part of the Space Math multi-media modules that integrate NASA press releases, NASA archival video, and mathematics problems targeted at specific math standards commonly encountered in middle school.
This is an activity about coronal mass ejections. Learners will calculate the velocity and acceleration of a coronal mass ejection, or CME, based on its position in a series of images from the Large-Angle Spectrometric Coronograph (LASCO) instrument on NASA's Solar and Heliospheric Observatory (SOHO) spacecraft. This is Activity 2 of a larger resource, Exploring the Sun. The NASA spacecraft missions represented by this material include SOHO, TRACE, STEREO, Hinode, and SDO.
Students learn first-hand the relationship between force, area and pressure. They use a force sensor built from a LEGO® MINDSTORMS® NXT kit to measure the force required to break through a paper napkin. An interchangeable top at the end of the force sensor enables testing of different-sized areas upon which to apply pressure. Measuring the force, and knowing the area, students compute the pressure. This leads to a concluding discussion on how these concepts are found and used in engineering and nature.
Students will create go-carts and calculate the speed, then change a variable and record the differences in speed.
Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation.
Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation.
Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation.
In this unit, students explore and discuss video clips, articles, advertisements, myths, and other relevant information about how media sources affect our food choices.In particular, students learn about the marketing of food to children and adolescents. The unit will culminate with students working in groups of 3 to create a media presentation that can serve as a decision-making guide to inform food choices/decisions.Standards:CCSS English Language Arts (Grades 7-8)Ohio Standards for Technology