Students have the chance to observe the effects of a simulated oil spill on land, water, and wildlife. They will then test different materials and tools used to clean up after and evaluate their effectiveness.
Snapshot Wisconsin is a partnership to monitor wildlife year-round, using a statewide network of trail cameras. Snapshot Wisconsin provides data needed for decision making at the Wisconsin Department of Natural Resources. It is also a unique opportunity for individuals, families, and students to get involved in monitoring the state’s valuable natural resources. This tool is designed to help visualize many aspects of Snapshot Wisconsin data.
Students learn about contamination and pollution, specifically in reference to soil in and around rivers. To start, groups use light sensors to take light reflection measurements of different colors of sand (dyed with various amounts of a liquid food dye), generating a set of "soil" calibration data. Then, they use a stream table with a simulated a river that has a scattering of "contaminated wells" represented by locations of unknown amounts of dye. They make visual observations and use light sensors again to take reflection measurements and refer to their earlier calibration data to determine the level of "contamination" (color dye) in each well. Acting as engineers, they determine if their measured data is comparable to visual observations. The small-scale simulated flowing river shows how contamination can spread.
Students learn the basics about soil, including its formation, characteristics and importance. They are also introduced to soil profiles and how engineers conduct site investigations to learn about soil quality for development, contamination transport, and assessing the general environmental health of an area.
This map shows 15 general soil regions of Wisconsin. On the landscape, many of these regions appear distinctly different from each other because differences in land form and use are often related to the characteristics of the soils. Map is available from ~ University of Wisconsin-Extension, GNHC, and Wisconsin Geological and Natural History Survey. F.w. Madison, Wisconsin Geological and Natural History Survey H.F. Gundlach, U.S. Department of Agriculture, Soil Conservation Service. 1993.
Featuring career information from Erich Bakke, Solar Energy Quality Assurance/Quality Control with Arch Electric, Inc.
In this activity, students learn how engineers use solar energy to heat buildings by investigating the thermal storage properties of some common materials: sand, salt, water and shredded paper. Students then evaluate the usefulness of each material as a thermal storage material to be used as the thermal mass in a passive solar building.
1.050 is a sophomore-level engineering mechanics course, commonly labeled "Statics and Strength of Materials" or "Solid Mechanics I." This course introduces students to the fundamental principles and methods of structural mechanics. Topics covered include: static equilibrium, force resultants, support conditions, analysis of determinate planar structures (beams, trusses, frames), stresses and strains in structural elements, states of stress (shear, bending, torsion), statically indeterminate systems, displacements and deformations, introduction to matrix methods, elastic stability, and approximate methods. Design exercises are used to encourage creative student initiative and systems thinking.
Introduces students to basic properties of structural materials and behavior of simple structural elements and systems through a series of experiments. Students learn experimental technique, data collection, reduction and analysis, and presentation of results.
In this lesson, students explore solid waste and its effects on the environment. They will collect classroom trash for analysis and build model landfills in order to understand the process and impact of solid waste management. Students will understand the role of engineers in solid waste management.
12.000 Solving Complex Problems is designed to provide students the opportunity to work as part of a team to propose solutions to a complex problem that requires an interdisciplinary approach. For the students of the class of 2013, 12.000 will revolve around the issues associated with what we can and must do about the steadily increasing amounts CO{{< sub "2†>}} in Earth’s atmosphere. 12.000 is a core course for the MIT Terrascope freshman learning community. Each year’s class explores a different problem in detail through the study of complementary case histories and the development of creative solution strategies. It includes training in Web site development, effective written and oral communication, and team building. Initially developed with major financial support from the d’Arbeloff Fund for Excellence in Education, 12.000 is designed to enhance the freshman experience by helping students develop contexts for other subjects in the sciences and humanities, and by helping them to establish learning communities that include upperclassmen, faculty, MIT alumni, and professionals in science and engineering fields.
Spreadsheets Across the Curriculum/Geology of National Parks module. Students use the geometric mean and multiplicative standard deviation to examine the right-skewed distribution of nutrient concentrations in water-quality data at Mammoth Cave National Park.
This resouce is a lesson plan that aims to inform about how animals use sound to avoid for competing for space. Also that there are ways to analyze the land management levels. This lesson plan includes essential questions, 3 part lesson, materials such as recordings and maps, and is connected to the Next Generation Science Standards.
In 2012, the Fishers & Farmers Partnership for the Upper Mississippi River Basin (FFP) contracted to
have a spatially explicit analysis of fish habitat condition performed using Geospatial Information Systems
(GIS). Spatially explicit habitat assessment models, such as the models used in this map book, provide a robust
interpretation of terrestrial and aquatic data and the relationships and influence of landscape activities (Martin et
al., 2012). Aquatic and terrestrial data were collected throughout the Upper Mississippi River Basin (UMRB)
and modeled using Boosted Regression Tree (BRT) modeling and validated using an internal cross-validation
method (Elith et al., 2008).
The FFP, and their fiscal agent the Dubuque County Historical Society, entered a cooperative agreement
with the Natural Resources Conservation Service (NRCS) for composition of geospatial data and printable map
books to guide conservation efforts throughout the basin. The UMRB is comprised of 139 Hydrologic Unit
Code-8 (HUC-8) watersheds and over 180,000 catchments (1:100k National Hydrography Dataset) and 12
different Level III Eco-Regions (CEC, 1997). The diversity of the landscape across the basin, and the sheer size
of the basin, poses management and prioritization issues when performing large scale assessments. The
production of state-scale map books provides a local assessment of modeling outcomes for distribution and
reference.
The data represented in this map book were derived from models, analyses, and data developed by
Downstream Strategies, LLC. and their partners (DS). Data were provided to PA contracted by the FFP to
serve as the Science Team Lead and Geospatial Coordinator.
This landscape and environmental planning workshop investigates and propose a framework for the enhancement, development and preservation of the natural and cultural landscape of the Cardener River Corridor in Catalunya Spain. The workshop is carried out in conjunction with the Polytechnic University of Catalunya, and the Barcelona Provincial Council (DiputaciĚ_ de Barcelona).
In this video profile produced for Teachers' Domain, meet conservationist Steve MacLean, an Inupiaq from Barrow, Alaska, who works to preserve the health of the Bering Sea ecosystem.
In this activity, students build a water filter with activated carbon, cotton and other materials to remove chocolate powder from water.
12.103 explores the role of scientific knowledge, discovery, method, and argument in environmental policymaking from both idealistic and realistic perspectives. The course will use case studies of science-intensive environmental controversies to study how science was used and abused in the policymaking process. Case studies include: global warming, biodiversity loss, and nuclear waste disposal siting. Subject includes intensive practice in the writing and presentation of "position statements" on environmental science issues.
This video and resources can be used to build awareness among leaders, as well as to support educators' professional learning. Consider using this supplement to support conversations with parents/community, as well as to promote data and assessment literacy as part of ongoing professional development and PLC activities.
This course will provide you with skills to overcome barriers to action, mobilize knowledge and data effectively, and work across silos in genuine interdisciplinary and collaborative practice. You’ll learn how to lead or participate in community engagement, without triggering fear and overwhelming others; practise critical self-awareness and self-reflection; and consider equity-based and decolonizing approaches.
This course is designed for professionals looking to advance the intersecting work of climate action and adaptation, including planners, engineers, elected officials and community leaders. You will leave with practical and relevant skills to lead, accelerate and participate in the essential work of climate adaptation in your organization and community.
LEARNING OUTCOMES
By the end of the course, you will be able to do the following:
• Describe the dynamics of collaborative, team-based planning processes
• Apply key concepts in climate communications and knowledge mobilization
• Engage in meaningful dialogue with internal and external stakeholders
• Develop adaptive and responsive strategies for working in complex systems
• Analyze and overcome internal and external barriers to climate adaptation