Through several activities/models as well as a class discussion, students will learn about volcanoes and their eruptions. They will also explore the types of rocks.

Students learn about the differences between types of water (surface and ground), as well as the differences between streams, rivers and lakes. Then, they learn about dissolved organic matter (DOM), and the role it plays in identifying drinking water sources. Finally, students are introduced to conventional drinking water treatment processes.

Short video that explains Patriots day. IT mmemorates the historic battles at Lexington and Concord during the American Revolutionary War. Today, we use Patriots' Day to honor the sacrifices American colonists made while overthrowing British rule.

Applying to jobs can be an unpredictable process. Some jobs require only a couple of interviews before you pass, while others might even ask you to make impromptu presentations or analyze case studies. For graduate-level roles, aptitude tests are already a common screening method at the start of applications. One of the most popular of these is the Wonderlic test. If your potential employer has told you that you’ll be taking the Wonderlic test for your next step, then it’s essential to be prepared--after all, it’s difficult for test-takers to pass this without practice.
What is the Wonderlic Test?

The Wonderlic test is a cognitive ability test for job applicants that’s similar to an IQ test. Its parent company, Wonderlic Inc., actually has different types of tests, but what people usually mean by “Wonderlic test” is the Wonderlic Personnel or Wonderlic Cognitive Ability Test. Questions are presented in multiple-choice format. The test is normally taken online, from the convenience of your home, but you might also be invited to take it directly in your potential employer’s office.

You’re likely to encounter the standard version of the test, which consists of 50 questions that you have to answer in 12 minutes. There’s also a shorter version that only has 30 questions--but your time limit is only 8 minutes.

While the questions in the Wonderlic aren’t necessarily difficult on their own, it’s the time pressure that makes the test so hard to beat. You have to answer around four questions every minute. Some of these might even need math calculations that you have to perform in your head because calculators aren’t allowed.

For each correct answer, you get a point, so the maximum score for the standard version is 50. Surprisingly, the average score is only 21 out of 50. Even finishing it is a challenge--only 2-3% of test-takers finish the exam!
Questions in a Wonderlic Test
The questions in a Wonderlic test are diverse and mainly focused on your reasoning skills. Here’s what you can expect to see:
General Knowledge

General knowledge questions are the easiest. You can take advantage of these by answering them quickly without sacrificing accuracy, leaving more time for the other questions. For example, you might be asked to order dates or identify what well-known terms such as “FAQ” mean.

Abstract Reasoning

These questions test your spatial recognition, including your ability to visualize objects. A popular question involves studying a diagram of a flattened cube and figuring out which sides are adjacent when it’s folded into a cube. Another is looking at a series of images then deducing the next image in the sequence.
Logical Reasoning

These questions evaluate how you use inductive and deductive logic. You’re presented with several statements, and you have to make a conclusion based on those statements. These can be tricky, so it’s important to double-check your answers.
Verbal Reasoning

With verbal reasoning questions, you select synonyms or antonyms, determine the relationship between two words, or complete a sentence with the grammatically correct answer. You might also have to make analogies or choose the odd word out from the choices.
Numerical Reasoning

These are usually the toughest questions in the exam. They often show up as problems that require you to perform several arithmetic calculations. Percentages and ratios also appear frequently. You might have to pick corresponding graphs for data tables as well.
How to Prepare for a Wonderlic Test
Your performance in the Wonderlic test can determine whether you’ll move on to the next stage of your application. Given the low passing rate for the test, this means that you have to devote some time to studying it. These tips will help you get a higher score:
Take a practice test

The first step is to jump into it right away by taking a practice test. This will give you a good idea of what the Wonderlic test is like and what your current performance on it is.
Review questions

Once you have a baseline, look back at your wrong answers and study them. It also helps to keep reviewing similar math questions until your speed improves.
Take a timed practice test

When you’re confident that you can answer most questions correctly, work on your speed by taking timed practice tests until it becomes second nature to you.

Commercial fishing nets often trap "unprofitable" animals in the process of catching target species. In this activity, students experience the difficulty that fishermen experience while trying to isolate a target species when a variety of sea animals are found in the area of interest. Then the class discusses the large magnitude of this problem. Students practice data acquisition and analysis skills by collecting data and processing it to deduce trends on target species distribution. They conclude by discussing how bycatch impacts their lives and whether or not it is an important environmental issue that needs attention. As an extension, students use their creativity and innovative skills to design nets or other methods, theoretically and/or through hands-on prototyping, that fisherman could use to help avoid bycatch.

Bycatch, the unintended capture of animals in commercial fishing gear, is a hot topic in marine conservation today. The surprisingly high level of bycatch about 25% of the entire global catch is responsible for the decline of hundreds of thousands of dolphins, whales, porpoises, seabirds and sea turtles each year. Through this curricular unit, students analyze the significance of bycatch in the global ecosystem and propose solutions to help reduce bycatch. They become familiar with current attempts to reduce the fishing mortality of these animals. Through the associated activities, the challenges faced today are reinforced and students are stimulated to brainstorm about possible engineering designs or policy changes that could reduce the magnitude of bycatch.

Students learn that fats found in the foods we eat are not all the same; they discover that physical properties of materials are related to their chemical structures. Provided with several samples of commonly used fats with different chemical properties (olive oil, vegetable oil, shortening, animal fat and butter), student groups build and use simple LEGO MINDSTORMS(TM) NXT robots with temperature and light sensors to determine the melting points of the fat samples. Because of their different chemical structures, these fats exhibit different physical properties, such as melting point and color. This activity uses the fact that fats are opaque when solid and translucent when liquid to determine the melting point of each sample upon being heated. Students heat the samples, and use the robot to determine when samples are melted. They analyze plots of their collected data to compare melting points of the oil samples to look for trends. Discrepancies are correlated to differences in the chemical structure and composition of the fats.

This Wide Angle video looks at the advantages and disadvantages of running a small-scale, female-only business.

The constitution of the United States was composed in Philadelphia in the summer of 1787. Afterward, ratifying conventions were held in the states. In Massachusetts, site of the previous year's Shay's Rebellion against government enforcement of private debt collection, ratification did not go uncontested. Farmers from the western part of the state, such as the "yeomen" who signed this letter published in the Massachusetts Gazette in January, 1788, were suspicious of the power that the constitution seemed to centralize in elite hands. Rural smallholders were not the only ones who felt this way, however. Thomas Jefferson, then in Paris as the United States' minister to France, felt similarly. Massachusetts ratified the constitution on February 7, 1788.

In the years following the 1920 ratification of the 19th Amendment extending voting rights to women, the National Woman's Party, the radical wing of the suffrage movement, advocated passage of a constitutional amendment to make discrimination based on gender illegal. The first Congressional hearing on the equal rights amendment (ERA) was held in 1923. Many female reformers opposed the amendment in fear that it would end protective labor and health legislation designed to aid female workers and poverty-stricken mothers. A major divide, often class-based, emerged among women's groups. While the National Woman's Party and groups representing business and professional women continued to push for an ERA, passage was unlikely until the 1960s, when the revived women's movement, especially the National Organization for Women (NOW), made the ERA priority. The 1960s and 1970s saw important legislation enacted to address sex discrimination in employment and education--most prominently, the Equal Pay Act of 1963, Title VII of the Civil Rights Act of 1964, and Title IX of the 1972 Higher Education Act--and on March 22, 1972, Congress passed the ERA. The proposed amendment expired in 1982, however, with support from only 35 states÷three short of the required 38 necessary for ratification. Strong grassroots opposition emerged in the southern and western sections of the country, led by anti-feminist activist Phyllis Schafly. Schlafly charged that the amendment would create a "unisex society" while weakening the family, maligning the homemaker, legitimizing homosexuality, and exposing girls to the military draft. In the following 1970 Senate hearing, author and editor Gloria Steinem argued that opposition to the ERA was supported by deep-seated societal myths about gender that exaggerated difference, ignored factual evidence of inequitable treatment, denied the importance of the women's movement, and promoted male domination.

One of the earliest accounts of the European-Indian encounter in North America was of the ill-fated 1527 expedition of Pánfilo de Narváez. After disembarking on the Florida coast near Tampa, the Spanish forces on land and sea became disastrously separated. Having overstayed their welcome and with local Indians in pursuit, Alvar Nuñez Cabeza de Vaca, second in command, set out with his men on rafts back to Cuba. Eighty survivors came through a hurricane to land near Galveston, Texas. Four years later, in 1536, when they were rescued in northern Mexico by Spanish slave traders, only four remained: Cabeza de Vaca, two other Spaniards, and an African named Estevan. In his epic Relacions (1542), Cabeza de Vaca recounted how he was frequently called upon to cure natives that they encountered, which led to the natives' adoration. Since the Indians left no written sources, what little we know about the coming of the European explorers and their early encounters with the Indians often comes from European accounts such as this.

Federal officials and reformers regarded education as the linchpin in the government's efforts to Americanize and assimilate Native Americans, which became the dominant federal policy starting in 1887. They placed the greatest stock in off-reservation boarding schools, because they removed Indian youths from their home environment and culture. The U.S. Training and Industrial School founded in 1879 at Carlisle Barracks, Pennsylvania, was the model for most of these schools. Ellis B. Childers, a Creek Indian student at Carlisle, wrote approvingly in his school newspaper about the visit of a large delegation of educated Indians to the school in 1882.

This book is intended for those who have already learned to read Arabic but are still struggling with the basics of Arabic grammar. The book moves from the very simple to the very complex, and includes examples and exercises in each chapter to reinforce learning. The key to the exercises is found in the back of the book. The book is difficult to find, as it was published at the Defense Language Institute. A free non-searchable PDF version is available through this site, and a searchable PDF is also available for purchase.

The women's movement of the 1970's sent shock-waves through every corner of American life, transforming the way people thought about families, jobs, and every day interactions. By questioning traditional sex roles, feminism also encouraged the growth of the gay and lesbian rights movement. Previously, many gay men and lesbians had concealed their sexuality, but the 1970's witnessed the growth of assertive and visible gay and lesbian alternative cultures. As a college student at the University of Michigan and a union activist within the city bus company, Shelley Ettinger remembered living and participating in an active, assertive lesbian culture during the mid-1970's. Although gay men and lesbians still faced harassment and discrimination, they were no longer afraid to express their identities or to speak out against bias and discrimination.

During the second quarter of the 19th century numerous radical movements emerged, and some withdrew from society and formed ideal or utopian communities. The Shakers (or Shaking Quakers) were the oldest and largest of these utopian movements, founded in Great Britain by Mother Ann Lee, who arrived in North America in 1774. Shakers abandoned the traditional family in favor of a new fellowship of men and women who lived as brothers and sisters, worked in agriculture and artisanal crafts, and adopted the practices of cooperation and celibacy. Many were attracted to their communitarian message, especially women like Mary Doolittle of New Lebanon, New York, who joined the local Shakers (the second of what became 19 communities stretching from New England, across New York, to Ohio and Kentucky). Doolittle narrates her initial emotional conflict between family and belief, and the suspicion, even hostility, of local people toward her new "Family," as Shaker units were called.

With the annexation of Texas in 1848 at the end of the Mexican-American War, Tejanos--Texans of Mexican descent--lost property rights and political power in a society dominated by Anglos. Through discriminatory practices and violent force, Tejanos were kept at the bottom of the new political and socio-cultural order. From 1900-1930, as an influx of immigrants from Mexico came north to meet a growing demand for cheap labor in the developing commercial agriculture industries, Tejanos experienced continued discrimination in employment, housing, public facilities, the judicial system, and educational institutions. Many school districts segregated Tejano and Anglo children into separate facilities with the Mexican schools grossly underfunded and often offering only a grade school education. In 1930, when 90% of the schools in South Texas were segregated, the League of United Latin American Citizens (LULAC), a Tejano advocacy group organized the previous year, supported the first major court challenge in Texas to end school segregation. The Texas Court of Appeals, however, ruled that school districts could use such criteria as language and irregular attendance due to seasonal work to separate children in school. The struggle of Mexican Americans to end discriminatory practices accelerated following World War II. In 1948, LULAC and the newly formed American G.I. Forum, an advocacy group of Mexican American veterans, assisted in a lawsuit. The federal district court ruling in that case prohibited school segregation based on Mexican ancestry. Localities devised ways to evade the ruling, however, and de facto segregation continued. Student protests in the late 1960s achieved an end to some discriminatory practices. In subsequent years a new civil rights organization, the Mexican American Legal Defense and Educational Fund (MALDEF), continued the fight in the courts, eventually concentrating on the introduction of bilingual and bicultural programs into schools. In the following interview, Ed Idar, associated with both the Forum and MALDEF, related a successful grassroots effort in the early 1950s to desegregate a school without a court ruling.

Students learn about linear programming (also called linear optimization) to solve engineering design problems. As they work through a word problem as a class, they learn about the ideas of constraints, feasibility and optimization related to graphing linear equalities. Then they apply this information to solve two practice engineering design problems related to optimizing materials and cost by graphing inequalities, determining coordinates and equations from their graphs, and solving their equations. It is suggested that students conduct the associated activity, Optimizing Pencils in a Tray, before this lesson, although either order is acceptable.

In this inquiry activity students work in groups to investigate allelopathy via research, using the scientific method to plan and carry out an experiment, and creating a formal written report and oral presentation.

In this video from Wide Angle, learn about the influence of the communist values of organization, discipline and collectivism on North Korean society.