Course Number1111 |
Course Title222 |
2000350: | Anatomy and Physiology (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000360: | Anatomy and Physiology Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2001350: | Astronomy Solar/Galactic (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2020910: | Astronomy Solar/Galactic Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000310: | Biology 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000320: | Biology 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000330: | Biology 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000430: | Biology Technology (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
3027010: | Biotechnology 1 (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
3027020: | Biotechnology 2 (Specifically in versions: 2015 and beyond (current)) |
2000370: | Botany (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003340: | Chemistry 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003350: | Chemistry 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003360: | Chemistry 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2001310: | Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2001320: | Earth/Space Science Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000380: | Ecology (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2001340: | Environmental Science (Specifically in versions: 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002480: | Forensic Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2017, 2017 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002490: | Forensic Sciences 2 (Specifically in versions: 2014 - 2015, 2015 - 2017, 2017 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000440: | Genetics Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002400: | Integrated Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002410: | Integrated Science 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002420: | Integrated Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002430: | Integrated Science 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002440: | Integrated Science 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002450: | Integrated Science 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000390: | Limnology (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
2002500: | Marine Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002510: | Marine Science 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002520: | Marine Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002530: | Marine Science 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003400: | Nuclear Radiation (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
2020710: | Nuclear Radiation Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003310: | Physical Science (Specifically in versions: 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003320: | Physical Science Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003380: | Physics 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003390: | Physics 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003410: | Physics 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003600: | Principles of Technology 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003610: | Principles of Technology 2 (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
2002540: | Solar Energy Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002550: | Solar Energy 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
2002330: | Space Technology and Engineering (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
2000410: | Zoology (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000800: | Florida's Preinternational Baccalaureate Biology 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003800: | Florida's Preinternational Baccalaureate Chemistry 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002340: | Experimental Science 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002350: | Experimental Science 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002360: | Experimental Science 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2002370: | Experimental Science 4 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
1700300: | Research 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
1700310: | Research 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
1700320: | Research 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
7920011: | Access Chemistry 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
7920015: | Access Biology 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
7920020: | Access Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
7920025: | Access Integrated Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
2000315: | Biology 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2000500: | Bioscience 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
2000510: | Bioscience 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
2000520: | Bioscience 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
2002405: | Integrated Science 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
2002425: | Integrated Science 2 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
2002445: | Integrated Science 3 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
2003345: | Chemistry 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003385: | Physics 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
2003500: | Renewable Energy 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
7920030: | Fundamental Integrated Science 1 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated)) |
7920035: | Fundamental Integrated Science 2 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated)) |
7920040: | Fundamental Integrated Science 3 (Specifically in versions: 2013 - 2015, 2015 - 2017 (course terminated)) |
2003836: | Florida's Preinternational Baccalaureate Physics 1 (Specifically in versions: 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2003838: | Florida's Preinternational Baccalaureate Physics 2 (Specifically in versions: 2015 and beyond (current)) |
7920022: | Access Physical Science (Specifically in versions: 2016 - 2018, 2018 - 2023, 2023 and beyond (current)) |
2001341: | Environmental Science Honors (Specifically in versions: 2016 - 2022, 2022 - 2024, 2024 and beyond (current)) |
2001330: | Meteorology Honors (Specifically in versions: 2016 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
1700305: | Fundamentals of Research (Specifically in versions: 2021 - 2022, 2022 - 2024, 2024 and beyond (current)) |
Name |
Description |
Lesson 4: All About Algae |
This lesson covers:
• Different types of plankton. • What species of algae are common in the Indian River Lagoon. • What a harmful algal bloom is and how they are caused. • How these events impact the health of the lagoon.
|
Environmental Policy Palooza: Part 2 | Students will investigate how the legislature creates policies and passes laws in response to citizens’ needs through direct instruction. Students will then analyze three environmental policies, answer questions, engage in discussion and then transfer this knowledge to create a policy that works to solve their original researched environmental issue. This is lesson 2 of 3 in a mini-unit integrating civics and biology. |
Environmental Policy Palooza: Part 3 | Students will transfer the knowledge they gained from their researched environmental issue in part 1 and the policy making process in part 2 to now draft a policy that works to solve the issue they originally researched. Students will then engage in an activity in order to argue and defend their policy and to ensure that it is the most effective solution for their environmental issue. This is lesson 3 of 3 in a mini-unit integrating civics and biology. |
Environmental Policy Palooza: Part 1 | Students will be introduced to environmental issues that connect with their biology learnung and will then research to create a poster or model (in groups) that answers the Who? What? Where? When? Why? about the environmental issue they've chosen. This is lesson 1 of 3 in a mini-unit integrating civics and biology. |
South Florida's Environmental Timeline | Students will discover some of the ways humans have impacted South Florida’s environments and explore proposals to help improve and restore them in this integrated lesson plan. |
Citizen Science |
Citizen science is a critical component to many different scientific studies, and gives citizen scientists the opportunity to better understand the research and the process. In some studies, citizen scientists assist in major scientific discoveries that can change or create legislature. Students will participate in ongoing citizen science projects to learn more about the scientific method.
|
How Big Is a Mole? Do We Really Comprehend Avogadro’s Number? | The unit “mole” is used in chemistry as a counting unit for measuring the amount of something. One mole of something has 6.02×1023 units of that thing. The magnitude of the number 6.02×1023 is challenging to imagine. The goal of this lesson is for students to understand just how many particles Avogadro's Number truly represents, or, how big is a mole. This lesson is meant for students currently enrolled in a first or second year chemistry course. This lesson is designed to be completed within one approximately 1 hour class; however, completion of optional activities 4 and 5 may require a longer class period or part of a second class period. |
Do You See What I See | The student will be able to describe the process of human development including major changes that occur in each trimester of pregnancy. Students will become scientists and explore the major changes that occur during embryo development. First, students will work in groups and correctly match the fetal development picture cards with the appropriate description. Next, students compare and share their findings with other groups and record this data. Finally, students will act as physicians as they investigate a medical case study of a pregnant woman and determine what trimester she is in by analyzing ultrasound reports detailing certain makers of the stages of development. Students will use a claim, evidence, rationale style activity using the ultrasound pictures and learned content to support their answers. The lesson culminates with students sharing their findings through a gallery walk. |
The Last Supper: Identifying Macromolecules | The students will solve a mystery using laboratory tests for different types of macromolecules. They will use argumentation to justify and communicate their claim. They will construct explanations and communicate with one another to determine which macromolecule would be best to eat in different scenarios. Students will be able to identify the structure and functions of the four main types of macromolecules. The students will use laboratory testing to determine the identity of an unknown. They will fill in a chart about the structures, functions, and examples for each macromolecule type and then they will practice their knowledge by answering short response questions relating the macromolecules to the real world. Finally, they will review using a whole-class cooperative activity and take a quiz about the structures and functions of macromolecules. |
Eukaryotic Cells: The Factories of Life | Students will be able to identify the main parts of a cell and to describe the basic function of each part. The students will match parts of a cell to parts of a city that have functions that are analogous to each cell part. They will then develop their own analogy and present it to the class. Finally, they will practice their knowledge using a computer-based review game. |
Languages: Barriers to Global Science? | In this lesson, students will analyze an intended to support reading in the content area. The research article discusses different languages as barriers to the transfer of knowledge within the scientific community and then provides potential resolutions to aid in the reduction of language barriers. This lesson includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. |
Determining Relative Salinity of Estuaries | Students will help their teacher figure out where her water samples came from by determining their relative salinity. With this information and a picture map of areas of the Intercoastal Waterway, they will locate possible sources of the samples. |
Genetics, Genetics, and More Genetics | Students will use appropriate tools (Punnett squares) and techniques to gather, analyze, and interpret data.Students will explore various modes of inheritance through a hands-on activity creating offspring of a fictitious organism. Students will complete Punnett Squares for various genetic crosses, and analyze and interpret the results of those crosses. Students will be able to predict the genotype and phenotype of P1 and F1 generations using Punnett Squares. Students will be able to identify complex patterns of inheritance such as co-dominance and incomplete dominance. |
Artificially Sweetened Foods and Drinks Can't Fool Your Brain | In this lesson, students will study an that describes how researchers at the University of Sydney have discovered a correlation between artificial sweeteners, like sucralose, and an increased appetite. There are estimates that over 4,000 types of food contain sucralose. Billions of people around the world consume artificial sweeteners in hopes of losing weight, and until this study, little has been known about how these sweeteners affected the brain. This lesson is designed to support reading in the content area; it includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. |
Sensoring Data | In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way. |
Research Project: Sensing Nature | In this week-long, open-ended activity, students will observe their local environment, devise and pose a testable research question, conduct observations using sensors, and use mathematics skills for quantitative analysis and plotting. To communicate results, students will summarize their findings on a custom poster that explains their work. |
STEM Engineering Design Challenge: Yeast Fermentation | Students will design an experiment to measure the effect of various macromolecules on fermentation rates of yeast. Students will imagine, plan, and implement their designs in a collaborative manner and then will improve their experiment after the first results.
The ultimate goal is for students to be able to discuss the role of anaerobic respiration in living things and develop their scientific thinking skills as they solve a problem within a small group.
This is an inquiry-based lab that is to be facilitated by the teacher but will provide the students the opportunity to test and defend their own thinking as they design their experiment and analyze their results. |
The Ups and Downs of Populations | Students will analyze population graphs, collect data to generate their own population graph, and experience limiting factors and their impact on carrying capacity in a small deer population. Students will be able to identify, explain, and evaluate the impact that different limiting factors have on the population of organisms including food, water, shelter, predation, human interference, changes in birth and death rate, changes in immigration and emigration, disease, and reproduction. |
A Whole New World: The Search for Water 5E Lesson | In this lesson, students will run a variety of tests on different liquids. During their experimentation, students will collect data, graph data, collaborate and discuss their findings, compare their findings to known characteristics of water, make a claim, provide evidence and justification to support their claim, and create an advisory report of their findings. Students will run various tests on several different liquids and compare those characteristic to those of water. Students will gain an understanding that water is unlike other liquids in the way that it moderates temperature, in its cohesive strength, in its ability to expand upon freezing, in its pH neutrality, and in its designation as the "universal solvent." |
Enzymes in Action 5E Lesson | Students will predict, investigate, observe, and report on the effects that pH, concentration, and temperature have on catalase enzyme reactions. Students will conduct an experiment in which they will alter the pH, concentration, and temperature of the environment in which catalase enzyme reactions are taking place. Students will be able to describe how changes in these environmental conditions affect the action of the enzymes in living things. |
Engineering Design Challenge: Exploring Structures in High School Geometry | Students explore ideas on how civil engineers use triangles when constructing bridges. Students will apply knowledge of congruent triangles to build and test their own bridges for stability. |
Easy Enzymes | In this lesson, students will learn how important enzymes are by functioning as a catalyst in most all biological processes. In learning about the functions of enzymes, they will also see how they are related to things they come across in everyday life. Students will observe the breakdown of hydrogen peroxide by catalase from potatoes. |
Investigating Rulers of the Reef: Coral Reef Parasites | This lesson uses an NSF article to inform the reader about the influence of parasites on damselfish, a coral reef species. The author explains how his team determined the reason for the consistent behavior of damselfish leaving their aggressively guarded territory each morning to go to a cleaning station. He also explains how more questions arose throughout his investigation, questions like "Do these parasites carry other parasites that infect fishes?" and "Do these gnathiid parasites infect other species of fish?" This first-person account creates an interesting view of how marine research is done, including field work, lab work, and collaborating with other scientists. This lesson is designed to support reading in the content area. The lesson plan includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. |
Yeast Fermentation Inquiry - Predict, Observe, Explain | Using the Predict, Observe, and Explain model, students will be able to identify the basic function of cellular respiration. Students will predict what is needed for yeast fermentation, why they do it and what gas is being released. With a teacher led debrief, students will then decide what factors allow fermentation to occur and finally explain why it's happening. |
Landing on Mars and Beyond – A 3D Printer Design Challenge | Students will utilize a 3D printer to design a landing device simulating landing men and equipment on Mars safely. Once they have settled on a design, then they will move to designing a parachute that, when attached to the lander, provides a slow, low impact landing. |
The Real Story of Where Babies Come From | Students will observe, explore, and create a story about the main structures of the female/male reproductive systems, describing how these systems interact during the process of fertilization to a create human being. |
Sensoring Data | In this follow up lesson, students will explore data collection using the weather station sensor and perform statistical analysis of the data. Students will use a scientific method of inquiry to plan an investigation of their own. This activity is meant to allow students to use a variety of skills they have acquired throughout a statistics unit in a personally meaningful way. |
Planting Science | With this lesson, students are able to evaluate scientific inquiry firsthand by applying variables to their own enclosed ecosystems. With this experimental process they will also be able to personally devise their own experimental method and execute the process to the point of sharing their own data with their peers. The only limits to their discovery are the materials available. This can be done with anything from simple household products to the most advanced chemicals in the storeroom. |
Why Do Apples Turn Brown? | Students design an experiment to determine the effects of pH and temperature on enzyme activity in apples. |
Crime Scene Measurements | Using a crime scene scenario, students will measure length, mass, volume and temperature. They will calculate area and shoe size using a chart. Students will analyze soil samples using a microscope. Students will use the process of elimination based on their data to determine a suspect. |
Investigating the pH of Soils | In this activity students will conduct research then test the effects of adding products to soil. Students will learn about soil pH, what factors affect the pH of soil and how important it is to the growth of plants. Students will learn to use reputable resources to support their findings. Students will be expected to write a detailed lab report that thoroughly explores the concept while integrating the data from their investigation. |
Distance and Displacement. |
- In this lesson students, will be able to identify frames of reference and describe how they are used to measure motion.
- Identify appropriate SI units for measuring distances.
- Distinguish between distance and displacement.
- Calculate displacement using vector addition.
|
Camouflage in the Ocean | In this lesson, students will complete two mini-labs to explore how colors change as you descend in an aquatic environment. Based on their observations they are challenged to design a camouflage pattern which could be used below the upper, sun-lit portions of the ocean, AND defend their design decisions in written form. |
Conductors vs. Insulators: An Inquiry Lab | This is a basic introduction to the difference between conductors and insulators when either is placed into a series circuit with a battery and a light bulb. This introductory activity is primarily used as a vehicle for students to better understand how to write a lab report with the appropriate sections and to integrate technology through Google Docs and a virtual lab simulation. |
My 2 Cents | Students predict how the mass of a penny changes over time, devise a method to test their prediction, collect/analyze data and determine the composition of a penny based on physical properties and calculations. This student-centered activity allows freedom from mistakes as they explore their learning in a supportive environment. |
Virtually Possible | This is a ray drawing activity to aid students in their understanding of how virtual images are formed by plane mirrors, and how the image size and distance from the mirror compare to those of the object. |
Picture This! | This is a short unit plan that covers position/time and velocity/time graphs. Students are provided with new material on both topics, will have practice worksheets, and group activities to develop an understanding of motion graphs. |
Defining Problems and Planning Investigations | This lesson, if well planned out and conducted properly, addresses every component of the benchmark it is intended to cover. It involves a whole-group segment, during which the teacher provides a demonstration for students to observe. It also involves a segment that requires the students consult other sources of information related to what they observed in making their hypothesis and planning their investigation. It also involves a group-learning segment, that can easily be adjusted to incorporate differentiated instruction to accommodate students with special needs, during which students conduct the investigation they planned. Finally, it also involves a segment that allows the students the opportunity to communicate the results of their investigation and to evaluate the results of investigations conducted by others. It may also involve another segment involving direct instruction of the components of the scientific method and practice opportunities for students to develop their understanding of these components if this is determined to be necessary based upon the results of the pre-lesson assessment. |
Behavior of Gases: Disaster at Lake Nyos | Students, through discussion and structured inquiry, will learn about the behavior of gases under various conditions. Students will be able to apply these concepts to everyday objects such as soda bottles, fire extinguishers, hot air balloons, propane tanks, and aerosol products. |
Blood flow: A Student-Centered Inquiry | This is set of related lessons including direct instruction, games, readings, small group work and an inquiry activity to model factors affecting the human circulatory system. |
SMALL: Shape Memory Alloy Lab | Shape Memory Alloys are metals that can return to or 'remember' their original shape. They are a cutting edge application for Chemistry, Physics, and Integrated Science. The activities in this lesson work well for the study of forces, Newton's Laws, and electricity in physics. They also lend themselves well to crystalline structures, heat of reaction, and bonding in chemistry. In addition, students could study applications for the materials in the medical and space industries. |
Uncertainty of Measurement | The students will learn the application of scientific notation, significant figures, accuracy and precision as they pertain to the collection of data (measurement). |
Visualization of Social Networks with Node Graphs | This lesson introduces the concept of node graphs for the purpose of visualizing social networks.
The lesson is presented with an introductory physical activity where students create a living graph. Students, building on their existing knowledge regarding common graph types, learn how node graphs can be used to visualize data from social networks.
Students will then participate in a simulated contagious infection event and will accurately record data about the transmission of the disease. These data will be used to construct a single computer file to be used to create a single node graph for describing the network. Students will then be responsible for understanding how to interpret the resulting network graph in the context of the activity. |