In activity Part B, students will use videos and readings to explore a very special soil with an interesting past and an uncertain future—the permafrost.

In this lab activity, students investigate the properties of solids and liquids as they travel through various stations and recording their observations and results in their station booklet.

In this lab activity, students investigate sound that is made from vibrations using a sound maker. The students will test sound makers to see if their sounds cause vibrations.

In this activity, students will create a model of the three states of matter using their bodies and the space in the classroom. Then they will construct a balloon/straw rocket. They will fill the balloon with a solid, liquid, and gas and obseve the results.

In this field study lesson, students will investigate a nearby stream. Students will develop a procedure for the investigation and collect data at the stream based upon their particular protocol over a period of nine weeks.

This is a short activity intended to allow students to practice kinematics using a video of a familiar object: a spring-powered toy car. Students measure displacement and elapsed time from the video and use these measurements to calculate average speed. Observing that the car has an initial speed of zero, students can find the final speed and acceleration. Students will use a QuickTime video recorded at 240 frames per second, making measurements directly from the video using a ruler and a frame-counter overlaid on the video.

This activity presents an opportunity for students to practice problem solving using a direct measurement video. The video shows an inflatable rubber ball bouncing across a stage. Students make measurements from the video and calculate the velocity for the ball just as it completes the first bounce and leaves the floor on the way up. Students will use a high speed video recorded at 120 frames per second, making measurements directly from the video using one given dimension and a frame-counter overlaid on the video.

In this activity students use technology to investigate conservation of energy, Hooke's Law, and transfers of energy. Students will use previous knowledge of Hooke's Law, but will be using simulations on PhET Colorado's website to analyze energy conservation. Ultimately, students will be using a video and taking direct measurements to analyze energy conservation. Their final analysis on the video will provide a topic for further discussion on energy lost to friction.

This activity is intended to help students understand and apply concepts in physics mechanics to a real-world situation. Students will use a high speed video of a hockey slap shot, making measurements directly from the video. Students can use the video to determine the average force the hockey stick exerts on the puck while the stick and puck are in contact. This is an example of an open-ended problem in that students are given little numerical information and several different strategies and concepts can be used. Students should be familiar with the concept of velocity, acceleration, Newton's laws of motion, and the concepts of momentum and impulse. Unlike a traditional word-problem where students are given the numerical information they need to solve the problem, students must make measurements from the video to determine their answer. Ideally, students are not given hints or even told which concepts to use, as these steps are essential parts of their analysis. Students will use a high speed video recorded at 240 frames per second, making measurements directly from the video using a frame-counter, a ruler and numerical data overlaid on the video.

In this activity, students analyze a video clip showing a person jumping on a trampoline. Using the handout provided students will be able to determine the person's velocity when they leave the trampoline based on the fact that they can calculate gravitational potential energy at two different locations.

In this project-based activity, students will work collaboratively to create a field guide of trees in the neighborhood near their school site. After making observations and learning about tree anatomy and physiology, students will develop a page on one species of tree for the class field guide. They will also learn how to use a dichotomous key and develop one to organize the species of trees in the class field guide.

While working in groups to facilitate peer tutoring, students manipulate a hands-on, physical model to better comprehend several characteristics of subduction zone earthquakes. By plotting earthquake epicenters on the simulated overriding plate, students observe the difference between focus and epicenter. The model also provides opportunities for students to interact with the data to determine the relationships between distance from the trench, focus depth, and earthquake magnitude. Furthermore, the model allows students to explore the relationship between subduction angle and the locations of earthquake epicenters.

This activity consists of a single scenario-based problem allowing students to apply concepts of efficiency and surplus in the context of a change in a tariff.

In this lab activity, students will use plastic syringes fitted with caps to explore the change in volume as the temperature changes.

In this activity, students will use titration to measure the alkalinity of a water sample. Students will compare the effects of substrate material on alkalinity. Students will read and discuss the relevance of alkaline chemistry as it relates to natural water resources.

In this lesson, students use real-world data from recent large earthquakes so that students can test for themselves if plate tectonics "works" in the Gulf of California.

In this lab activity, students use the story of the three bears as a way to investigate conduction, convection, radiation and insulation properties.

In this lab activity, students will learn about Marine Protected Areas, how they are classified, and how they can be powerful tools for protecting marine species and ecosystems. After completing this investigation, students should be able to: define the term Marine Protected Area; explain why MPAs are important for ecosystem and fisheries management; understand how MPAs are classified; identify a marine managed area near your home town; and identify factors contributing to the deterioration of the Gulf of California marine ecosystem.

In this lab activity, students will learn about Marine Protected Areas, how they are classified, and how they can be powerful tools for protecting marine species and ecosystems. After completing this investigation, students should be able to: define the term Marine Protected Area; explain why MPAs are important for ecosystem and fisheries management; understand how MPAs are classified; identify a marine managed area near your home town; and identify factors contributing to the deterioration of the Gulf of California marine ecosystem.

In this lab activity, students will learn about Marine Protected Areas, how they are classified, and how they can be powerful tools for protecting marine species and ecosystems. After completing this investigation, students should be able to: define the term Marine Protected Area; explain why MPAs are important for ecosystem and fisheries management; understand how MPAs are classified; identify a marine managed area near your home town; and identify factors contributing to the deterioration of the Gulf of California marine ecosystem.