This activity is intended to introduce students to the distinction between vector and scalar quantities and to give them practice manipulating vectors (converting between X/Y and magnitude/angle representations) in a context that is concrete and easy to understand.

In this lab activity, students will create a wheel and axle using cardboard for the wheel and a wood dowel for the axle. Students will observe and analyze an accelerated motion mathematically.

In this lab activity, students will accomplish two sequential goals. The first goal is to understand the law of conservation of energy through an activity where students mix cold and warm water with predetermined volumes and temperatures. THe second goal is to use their knowledge in part one to determine the temperature of hot water with a known volume and an unknown temperature that has been mixed with cold water with known temperature and volume.

In this two part lesson, students explore the concept that air is matter by participating in hands-on activities. Students trap air under water and experiment with air lift. Each activity ends with a class discussion.

In this activity, students are asked to write a one page report analyzing the effect of changes in underlying economic factors on airline revenues. The exercise is based on a current economic event. The student can be given a diagram representing the initial equilibrium. The completed diagram and explanation are presented in the one-page report.

In this activity, students will analyze a video featuring an airplane on a string. The tension in the string can be read from an on-screen scale, timing measurements can be made from the frame-counter, and the angle of the string can be determined from an overlaid protractor. While this doesn't seem like enough information, it's actually enough to allow students to calculate the angular and linear velocity of the plane, the mass of the plane, the radius of its circular path, and the length of the string. It is an engaging problem that forces students to think clearly about some concepts that they frequently find confusing, like tension, circular motion, and centripetal acceleration.

In this activity, students will collect data using a Force Plate and accelerometer and then download the data to the computer for further analysis. They will be asked to draw Free Body Diagrams at different points in the motion, calculate forces and compare this to the data retrieved from their computer graphs.

In this lesson, students will access Global Positioning System (GPS) data from the Plate Boundary Observatory (PBO) and analyze the data in a spreadsheet to measure the motion of GPS stations in the Pacific Northwest. From their analyses, they will generate and map annual velocity vectors of GPS stations. Finally, they will explore patterns in the direction and length of velocity vectors on the map to understand tectonic motion and surface deformation associated with the subduction of the Juan de Fuca plate under the North American plate.

In this lab activity, students roll a marble down a ramp in order to investigate constant acceleration motion. The students collect data and then make a position vs. time graph and a velocity vs. time graph in order to investigate the change in motion.

In this unit students will draw conclusions about corals by examining the behavior of hydra; explain and model how corals eat, grow, and reproduce; and explain the difference between hard and soft corals.

In this lab students will examine hydra, a fresh-water relative of coral, under a microscope to observe feeding behavior and identify stinging cells that are characteristic of corals.

In this activity students will explain and model how corals eat, grow, and reproduce. Students will also explain the different types of symbiotic relationships that can exist between coral and the difference between hard and soft coral.

In this lesson, students learn about aquaculture, the most rapidly growing food-production industry in the world. In Part A of this investigation, students examine and analyze U.S. and global aquaculture data from the Food and Agriculture Organization of the United Nations (FAO) Fisheries and Aquaculture database. In Part B, students examine global trends in aquaculture production and learn about aquaculture methods and their associated environmental impacts. In Part C, students use ImageJ to analyze before and after satellite images of the Pacific coast of Honduras to illustrate how aquaculture is altering coastlines.

A class is divided into two groups: one an animal cell, and the other one, a plant cell. They are given a list of cell organelles to research and construct in their 9 M X 9 M model. Students must organize and assign duties, provide materials for this activity, and write a written report to hand in the day of the "Cell Tours" given to the Life Science Students for credit.

In this unit students should be able to describe multiple types of irresponsible fishing practices contributing to the collapse of currently fished seafood; identify sustainable seafood available in your community; and
make responsible seafood choices.

In this unit students should be able to describe multiple types of irresponsible fishing practices contributing to the collapse of currently fished seafood; identify sustainable seafood available in your community; and make responsible seafood choices.

In this unit students should be able to describe multiple types of irresponsible fishing practices contributing to the collapse of currently fished seafood; identify sustainable seafood available in your community; and make responsible seafood choices.

In this unit students should be able to describe multiple types of irresponsible fishing practices contributing to the collapse of currently fished seafood; identify sustainable seafood available in your community; and make responsible seafood choices.

This PPT is designed to help students differentiate hotspot island chains from volcanic island arc systems. The focus sights for this activity are the Society Island hotspot chain and the Caribbean island arc system. Using map images, students are asked to describe and differentiate the topography and geologic features of the two tectonic settings. Vertical exaggeration and topographic profiles are introduced for each site. Students compare the difference in volcanism and seismicity of the two locations. This activity can be used as a lecture enhancement or as a homework or lab exercise.

In this lab activity, students will measure the energy of a bowling ball with Vernier motion detectors. The students will calculate the energy of the ball at the beginning, mid point, and end of a bowling alley. Students will inquire about the relationships of speed, mass, and energy, acceleration, and transfer of energy. To close out the activity students will create a lab conclusion using the data collected from observations and information collected from the motion detectors.