Students study aquatic organisms in relation to the environmental conditions of lakes and streams. The course develops substantial quantities of data concerning the local watershed. This data is used by community partners in many contexts.

METEO 469 is a required course for the Bachelor of Arts in Energy Sustainability and Policy on-line degree program, geared towards students who are able to study only part-time and at a distance. This course provides an introduction to global warming and climate change, covering the basic science, projected impacts, and approaches to mitigation. Watch this introduction video by the course author, Michael Mann:

This course cultivates a working knowledge of how geospatial professionals can develop web mapping applications that bring together data from multiple sources. GEOG 863 will provide students with an understanding of the technology that makes building mashups possible and teaches them how to build their own mashups.

GIS For Transportation: Principles, Data, and Applications (3) This course examines the use of GIS principles, data, and applications that have been developed for the field of transportation.

This course cultivates a working knowledge of current and future capabilities of GPS and the emerging Global Navigation Satellite System.

An integrated course stressing the principles of biology. Life processes are examined primarily at the molecular and cellular levels. Intended for students majoring in biology or for non-majors who wish to take advanced biology courses.

This survey chemistry course is designed to introduce students to the world of chemistry. In this course, we will study chemistry from the ground up, learning the basics of the atom and its behavior. We will apply this knowledge to understand the chemical properties of matter and the changes and reactions that take place in all types of matter. Upon successful completion of this course, students will be able to: Define the general term 'chemistry.' Distinguish between the physical and chemical properties of matter. Distinguish between mixtures and pure substances. Describe the arrangement of the periodic table. Perform mathematical operations involving significant figures. Convert measurements into scientific notation. Explain the law of conservation of mass, the law of definite composition, and the law of multiple proportions. Summarize the essential points of Dalton's atomic theory. Define the term 'atom.' Describe electron configurations. Draw Lewis structures for molecules. Name ionic and covalent compounds using the rules for nomenclature of inorganic compounds. Explain the relationship between enthalpy change and a reaction's tendency to occur. (Chemistry 101; See also: Biology 105. Mechanical Engineering 004)

Concept Development Studies used for the second semester of first year general chemistry at Rice University.

A three-quarter general chemistry sequence primarily for science, pre-professional, and engineering students. The CHEM& 161/162/163 series introduces the basic concepts of chemistry: atomic structure and bonding, periodicity, physical measurement, quantitative relationships, chemical reactivity, oxidation and reduction, stoichiometry, ideal gas laws, aqueous solutions, colligative properties, intermolecular forces, structure of matter, equilibrium, acid/base topics, kinetics, thermodynamics, electrochemistry, nuclear chemistry, qualitative analysis, d-block metals and coordination chemistry, and an introduction to organic chemistry.Login: guest_oclPassword: ocl

In this course, you will study the relationships between lines and angles. You will learn to calculate how much space an object covers, determine how much space is inside of a three-dimensional object, and other relationships between shapes, objects, and the mathematics that govern them.

The course provides the geospatial information system professional an overview of systems analysis and design with emphasis the concepts behind the design process including: business use case modeling, business object modeling, requirements definition, analysis and preliminary design, and, finally, detailed design and deployment. The concepts of the geospatial software and database development process are introduced and the limitations of current modeling techniques are addressed within the spatial systems development paradigm. In a series of related activities the student applies the methods, tools and the concepts of the systems development process to document a portion of a geospatial system with Unified Modeling Language (UML), the standard graphical notation for modeling application needs. UML affords a common unifying framework that integrates database models with the rest of a system design.

This course will focus on the emergence and evolution of industrial societies around the world. The student will begin by comparing the legacies of industry in ancient and early modern Europe and Asia and examining the agricultural and commercial advances that laid the groundwork for the Industrial Revolution. The student will then follow the history of industrialization in different parts of the world, taking a close look at the economic, social, and environmental effects of industrialization. This course ultimately examines how industrialization developed, spread across the globe, and shaped everyday life in the modern era. Upon successful completion of this course, students will be able to: identify key ideas and events in the history of industrialization; identify connections between the development of capitalism and the development of modern industry; use analytical tools to evaluate the factors contributing to industrial change in different societies; identify the consequences of industrialization in the 19th and 20th centuries in different societies; critique historical interpretations of the causes and effects of industrialization; and analyze and interpret primary source documents describing the process of industrialization and life in industrial societies. (History 363)

Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.

Unit 1-Marathon Runner and Unit 3-Evolution of Sick Humans have both been reviewed using the EQuIP rubric, and are available on the Quality Examples of Lessons and Units page.

In this course, learners will be introduced to employment-related functions and practices healthcareorganizations utilize to develop and maintain an effective workforce while complying with local/federallaws. Multiple times of media and assessment are utilized throughout this course-project/case study based.  

Biology entire year curriculum which allows students to develop their own driving questions which address NGSS standards and will lead them through their learning via collaborative groups of peers. There are six different storylines that cover a year long high school Biology course. The activities are designed for all students and are culturally-responsive. The lesson plans are free for educators, and the materials required are designed to be economically feasible for all students and school's with limited resources. There is also a Facebook working group called Illinois Biology Storylines Group which is also very beneficial for educators to share information about activities.

Students will learn to solve compound inequalities, absolute value inequalities, and systems of equations, simplify radical expressions, solve quadratic equations and applications and simplify compound fractions, solve rational equations and applications, use function notation to solve problems and use exponential and logarithmic functions.Login: guest_oclPassword: ocl

In this course, the student will build on and apply what you learned in the introductory macroeconomics course. The student will use the concepts of output, unemployment, inflation, consumption, and investment to study the dynamics of an economy at a more advanced level. As the course progresses, the student will gain a better appreciation for how policy shifts and changes in one sector impact the rest of the macroeconomy (whether the impacts are intended or unintended). The student will also examine the causes of inflation and depression, and discuss various approaches to responding to them. By the end of this course, the student should be able to think critically about the economy and develop your own unique perspective on various issues. Upon successful completion of this course, the student will be able to: Explain the standard theory in macroeconomics at an intermediate level; Explain and use the basic tools of macroeconomic theory, and apply them to help address problems in public policy; Analyze the role of government in allocating scarce resources; Explain how inflation affects entire economic systems; Synthesize the impact of employment and unemployment in a free market economy; Build macroeconomic models to describe changes over time in monetary and fiscal policy; Compare and contrast arguments concerning business, consumers and government, and make good conjectures regarding the possible solutions; Analyze the methods of computing and explaining how much is produced in an economy; Apply basic tools that are used in many fields of economics, including uncertainty, capital and investment, and economic growth. (Economics 202)

This course is designed to extend the student's knowledge of the basic microeconomic principles that will provide the foundation for their future work in economics and give them insight into how economic models can help us think about important real world phenomena. Topics include supply and demand interaction, utility maximization, profit maximization, elasticity, perfect competition, monopoly power, imperfect competition, and game theory. Upon successful completion of this course, the student will be able to: Explain the standard theory in microeconomics at an intermediate level; Explain and use the basic tools of microeconomic theory, and apply them to help address problems in public policy; Analyze the role of markets in allocating scarce resources; Explain both competitive markets, for which basic models of supply and demand are most appropriate, and markets in which agents act strategically, for which game theory is the more appropriate tool; Synthesize the impact of government intervention in the market; Develop quantitative skills in doing economic cost and consumer analysis using calculus; Compare and contrast arguments concerning business and politics, and make good conjectures regarding the possible solutions; Analyze the economic behavior of individuals and firms, and explore how they respond to changes in the opportunities and constraints that they face and how they interact in markets; Apply basic tools that are used in many fields of economics, including household economics, labor economics, production theory, international economics, natural resource economics, public finance, and capital markets. (Economics 201)

This course provides an introduction to the universe beyond the Earth. We begin with a study of the night sky and the history of the science of astronomy. We then explore the various objects seen in the cosmos including the solar system, stars, galaxies, and the evolution of the universe itself. As an online course, it is equivalent to 6 lecture hours, and satisfies science requirements for the AA and AS degree. It is designed to be thorough enough to prepare you for more advanced work, while presenting the concepts to non-majors in a way that is meaningful and not overwhelming. We will consider the course a success if you have learned how to think about the universe critically in an organized, logical way, and to have enhanced your appreciation of the sky around us.