Play-Doh model of a geologic map Provenance: Carol Ormand Ph.D., Carleton College …
Play-Doh model of a geologic map
Provenance: Carol Ormand Ph.D., Carleton College Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. Students analyze a geologic map of an angular unconformity that truncates a pair of dikes, with some topography. When students have deciphered the map and constructed a cross-section, I show them a Play-Doh model of the geology and ask them to compare it to their mental model of the area.
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Students learn how 3D printing, also known as additive manufacturing, is revolutionizing …
Students learn how 3D printing, also known as additive manufacturing, is revolutionizing the manufacturing process. First, students learn what considerations to make in the engineering design process to print an object with quality and to scale. Students learn the basic principles of how a computer-aided design (CAD) model is converted to a series of data points then turned into a program that operates the 3D printer. The activity takes students through a step-by-step process on how a computer can control a manufacturing process through defined data points. Within this activity, students also learn how to program using basic G-code to create a wireframe 3D shapes that can be read by a 3D printer or computer numerical control (CNC) machine.
Using cameras mounted to drones, students will design and construct an experiment …
Using cameras mounted to drones, students will design and construct an experiment to take enough photos to make a 3-dimensional image of an outcrop or landform in a process called structure from motion (SfM). This activity has both a hands-on component (collecting data with the drone) and a computer-based component (creating the 3-dimensional model).___________________Drones can take photos that can be analyzed later. By planning ahead to have enough overlap between photos, you take those individual photos and make a 3-dimensional image!In this activity, you guide the students to identify an outcrop or landform to study later or over repeat visits. They go through the process to plan, conduct, and analyze an investigation to help answer their science question.The Challenge: Design and conduct an experiment to take enough photos to make a 3-dimensional image of an outcrop or landform, then analyze the image and interpret the resulting 3-d image.For instance they might wish to study a hillside that has been changed from a previous forest fire. How is the hillside starting to shift after rainstorms or snows? Monitoring an area over many months can lead to discoveries about how the erosional processes happen and also provide homeowners, park rangers, planners, and others valuable information to take action to stabilize areas to prevent landslides.
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This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
Description: Students play with an AI that can react to their movement, …
Description: Students play with an AI that can react to their movement, and choreograph something that uses this tool. They can show off their choreography to the rest of the class Skills/knowledge you'll gain: Movement, collaboration Length: 1-4 hours
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: AI can create realistic-looking images and videos that were never actually …
Description: AI can create realistic-looking images and videos that were never actually filmed or taken as a photo. These images and videos are called deepfakes. This is a quick lesson requiring no background where students learn about deepfakes, as well as ways to verify information that they see Skills/knowledge you'll gain: Critical thinking Length: 1 hour
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: A quick and fun way to become familiar with some core …
Description: A quick and fun way to become familiar with some core ideas of modern AI while playing with Google Quick, Draw Skills/knowledge you'll gain: Understanding of what AI is, privacy and bias concerns Length: 1 hour
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: An interactive deep dive into the sort of ethical concerns that …
Description: An interactive deep dive into the sort of ethical concerns that companies creating AI based systems should consider. Students explore these ideas through role-playing running their own companies and making ethical decisions for those companies Skills/knowledge you'll gain: Human-centered design, ethics Length: 10 hours
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: A short deep dive into how facial recognition technology is used, …
Description: A short deep dive into how facial recognition technology is used, some biases it has, and some ways companies, individuals, and the law are fighting against its use in surveillance Skills/knowledge you'll gain: Ethics Length: 1 hour
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
Description: Learn how conservationists use AI image recognition to save time identifying …
Description: Learn how conservationists use AI image recognition to save time identifying how and where to protect endangered species. Build your own species-identifying AI system Skills/knowledge you'll gain: Conservation Length: 1-2 hours
Curriculum aligns to: - NGSS Engineering standards - ISTE standards - Common Core ELA/Literacy standards - Also maps to CSTA standards
This OER was prepared by Marko Divjak, PhD, assistant professor at DOBA …
This OER was prepared by Marko Divjak, PhD, assistant professor at DOBA Business School (Maribor, Slovenia), in order to help the master-level students navigate the challenges while learning to formulate proper questions for surveys and interviews.
In this activity, students work with paleoclimate proxy data (d18O, CH4, CO2)from …
In this activity, students work with paleoclimate proxy data (d18O, CH4, CO2)from the Byrd and GISP2 ice cores to investigate millennial-scale climate changes during the Last Glacial/Deglacial time periods. Students must prepare a publication quality plot of the data and answer several questions about the similarities and differences between the time-series (north-south phasing, amplitude, symmetry) and use this information to assess the bipolar see-saw mechanism for abrupt climate changes. Students are encouraged to read two journal articles for more information and to synthesize their results with other information from lectures and earlier readings.
(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 a computer-based activity in which students retrieve data from websites …
This is a computer-based activity in which students retrieve data from websites maintained by the US Geological Survey (USGS) and the National Weather Service (NWS), and then use that data to test different hypotheses regarding streamflow and precipitation. Students import data from web sites into a spreadsheet program where they can construct scatter plots and perform simple statistical tests. The activity has two components, the first focusing on relations between streamflow and drainage basin characteristics (drainage area, slope, precipitation), the second focusing on trends in annual precipitation at two locations in the USA: Burlington, VT, and Boulder, CO. As part of the second component, students conduct a statistical test to determine if the long-term trends in precipitation are significant.
(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.)
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