Students will enter this lesson knowing that materials get warm in the sun. In this fun follow-up activity, your students will get creative with craft materials. They will figure out how to protect an "animal" and its territory from getting too hot in the sun. What will they build to keep their animals cool?

This course enhances cross-cultural understanding through the discussion of practical, ethical, and epistemological issues in conducting social science and applied research in foreign countries or unfamiliar communities. It includes a research practicum to help students develop interviewing, participant-observation, and other qualitative research skills, as well as critical discussion of case studies. The course is open to all interested students, but intended particularly for those planning to undertake exploratory research or applied work abroad. Students taking the graduate version complete additional assignments.

The subject of this course is the historical process by which the meaning of "technology" has been constructed. Although the word itself is traceable to the ancient Greek root teckhne (meaning art), it did not enter the English language until the 17th century, and did not acquire its current meaning until after World War I. The aim of the course, then, is to explore various sectors of industrializing 19th and 20th century Western society and culture with a view to explaining and assessing the emergence of technology as a pivotal word (and concept) in contemporary (especially Anglo-American) thought and expression.

This resource folder provides an adaptation to the Food for All unit in the New Visions for Public Schools HS Biology Curriculum.  Included is a varation on the student workbook that allows more space for student work to be completed, and embeds readings and activites.  Included in the folder are Spanish Translations for sections of the unit.  Materials created by New Visions are shareable under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.  More information can be found at: https://curriculum.newvisions.org/license-and-copyright-information/. 

This resource folder provides an adaptation to the Evolution of Sick Humans unit in the New Visions for Public Schools HS Biology Curriculum.  Included is a varation on the student workbook that allows more space for student work to be completed, and embeds readings and activites.  Included in the folder are Spanish Translations for sections of the unit.  Materials created by New Visions are shareable under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.  More information can be found at: https://curriculum.newvisions.org/license-and-copyright-information/. 

This resource folder provides an adaptation to Unit 1 (Marathon Runner) in the New Visions for Public Schools HS Biology Curriculum.  Included is a varation on the student workbook that allows more space for student work to be completed, and embeds readings and activites.  Included in the folder are Spanish Translations for sections of the unit.  Materials created by New Visions are shareable under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.  More information can be found at: https://curriculum.newvisions.org/license-and-copyright-information/. 

D-Lab: Energy offers a hands-on, project-based approach that engages students in understanding and addressing the applications of small-scale, sustainable energy technology in developing countries where compact, robust, low-cost systems for generating power are required. Projects may include micro-hydro, solar, or wind turbine generators along with theoretical analysis, design, prototype construction, evaluation and implementation. Students will have the opportunity both to travel to Nicaragua during spring break to identify and implement projects. D-Lab: Energy is part of MIT’s D-Lab program, which fosters the development of appropriate technologies and sustainable solutions within the framework of international development. This course is an elective subject in MIT’s underGraduate / Professional Energy Studies Minor. This Institute-wide program complements the deep expertise obtained in any major with a broad understanding of the interlinked realms of science, technology, and social sciences as they relate to energy and associated environmental challenges.

D-Lab Development addresses issues of technological improvements at the micro level for developing countries—in particular, how the quality of life of low-income households can be improved by adaptation of low cost and sustainable technologies. Discussion of development issues as well as project implementation challenges are addressed through lectures, case studies, guest speakers and laboratory exercises. Students form project teams to partner with mostly local level organizations in developing countries, and formulate plans for an IAP site visit. (Previous field sites include Ghana, Brazil, Honduras and India.) Project team meetings focus on developing specific projects and include cultural, social, political, environmental and economic overviews of the countries and localities to be visited as well as an introduction to the local languages.

D-Lab: Design addresses problems faced by undeserved communities with a focus on design, experimentation, and prototyping processes. Particular attention is placed on constraints faced when designing for developing countries. Multidisciplinary teams work on semester-long projects in collaboration with community partners, field practitioners, and experts in relevant fields. Topics covered include design for affordability, design for manufacture, sustainability, and strategies for working effectively with community partners and customers. Students may continue projects begun in EC.701J D-Lab I: Development.

This course focuses on disseminating Water, Sanitation and Hygiene (WASH) or water/environment innovations in developing countries and underserved communities worldwide. It emphasizes core WASH and water/environment principles, culture-specific solutions, tools for start-ups, appropriate and sustainable technologies, behavior change, social marketing, building partnerships, and the theory and practice of innovation diffusion.

Students learn how DNA fingerprinting has been used in criminal investigations and discuss the limitations of and problems with DNA testing.

In this interactive activity from the Building Big Web site, investigate dams in distress and decide if they should be repaired, removed, or left alone.

In this video from KQED's QUEST, find out how researchers have engineered a stove that is helping women in refugee camps in Darfur, Sudan.

Meet the Data Decoders—a team of scientists at the Solís-Lemus Lab who use math and computers to interpret huge amounts of data from biological experiments.

Resources available for learning about this lab include:
• Interactive cards designed to introduce students to scientists in a more personal way
• A video with a personal story that explains why the lab's research matters in real life
• Questions to consider that will spark connection, reflection, and conversation
• An interactive video experience where you can ask questions of scientists in the lab and learn about their research
• An inquiry-based activity that focuses on doing science, using some of the same science practices that the lab uses
• An educator guide with information about standards alignment, curriculum connections, and tips for using the media resources

These resources are part of Meet the Lab, a collection of educational resources for middle school science classrooms.

"There is nothing about an individual as important as his IQ," declared psychologist Lewis M. Terman in 1922. To the extent that this is true, it is in large measure because of Terman himself and the opportunity that World War I afforded for the first widespread use of intelligence testing. The army's use of intelligence tests lent new credibility to the emerging profession of psychology, even as it sparked public debate about the validity of the tests and their implications for American democracy. The idea that experts could confidently assign a man to his proper place in the army--and by extension his place in life--suggested a kind of determinism that some found profoundly at odds with American democracy and its credo of upward mobility through hard work. Walter Lippmann, an influential political commentator and journalist, skewered the army intelligence tests in a series of six essays that appeared in the New Republic in 1922. He denounced as "nonsense" the claim that the average mental age of an American adult was fourteen years, and forcefully warned his readers of the danger of uncritical acceptance of IQ as destiny. He addressed the conditions of IQ testing, the possible biases of army intelligence tests, and the larger social problems raised by such classifications.

In this video segment adapted from Navajo Technical College, meet a dendroclimatologist who studies the relationship between precipitation and tree growth in the Navajo Nation.

In this visualization adapted from the University of Massachusetts Medical School, discover the role that dengue viral proteins play in a human cell as the virus prepares to replicate.

This video segment from NOVA: A Desert Place describes the physical characteristics and organisms that define the desert biome.

In this video segment adapted from ZOOM, cast members make a bridge from a single piece of paper. Will it be strong enough to hold a hundred pennies?

This video from Nature offers a description of desirable traits in beef and dairy cattle.