This is an inquiry activity that relies of pervious understanding of balancing and weighing to introduce a properties of air.
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This video lesson aims to motivate students about chemistry and to raise their awareness about how chemistry helps in solving certain environmental problems. In this lesson, the air pollution problem created by cars and other vehicles is presented. The lesson will highlight causes of this problem, harmful products from it and possible solutions. There will also be discussion of ways to convert the pollutants produced by burning oil in vehicles into more friendly products.
- Author:
- Prof. Mohammad El-Khateeb
The topic of this video module is how to classify animals based on how closely related they are. The main learning objective is that students will learn how to make phylogenetic trees based on both physical characteristics and on DNA sequence. Students will also learn why the objective and quantitative nature of DNA sequencing is preferable when it come to classifying animals based on how closely related they are. Knowledge prerequisites to this lesson include that students have some understanding of what DNA is and that they have a familiarity with the base-pairing rules and with writing a DNA sequence.
- Author:
- Megan E. Rokop
This learning video presents an introduction to the Flaws of Averages using three exciting examples: the ''crossing of the river'' example, the ''cookie'' example, and the ''dance class'' example. Averages are often worthwhile representations of a set of data by a single descriptive number. The objective of this module, however, is to simply point out a few pitfalls that could arise if one is not attentive to details when calculating and interpreting averages. The essential prerequisite knowledge for this video lesson is the ability to calculate an average from a set of numbers. During this video lesson, students will learn about three flaws of averages: (1) The average is not always a good description of the actual situation, (2) The function of the average is not always the same as the average of the function, and (3) The average depends on your perspective. To convey these concepts, the students are presented with the three real world examples mentioned above.
- Author:
- MIT BLOSSOMS
- Rhonda Jordan
- Daniel Livengood
The students will be able to define solids and liquids from their prior knowledge. The students will be able to verbalize the differences between solids and liquids? Observe, communicate and question when things aren't what they appear to be. Is Oobleck a solid or liquid? The answer is that it is both. Have the students come up with their own answers and to communicate their findings. The students will understand the difference between a non-Newtonian fluid and a liquid or a solid.
- Author:
- Cheryle Theisen, Bethune Community School, Minneapolis MN