Further development of linguistic proficiency through active communication. Expansion of vocabulary and completion of the basics of French grammar. Continued exposure to culturally authentic audio and video materials in the classroom and the language lab. Study of short texts. Increased practice in writing. For graduate credit see 21F.352.

As in French I and II, in this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module you will be asked to read, write, speak, and listen in French. You will have daily homework assignments to complete. The class also includes a quarter-long cultural immersion project, in which you will be asked to conduct research on specific aspects of a non-European Francophone country and report your findings to the rest of the class.

This tenth grade annotated inquiry leads students through an investigation of the French Revolution. Adolescent students are quite concerned with challenging authority and establishing their independence within the world; the concept of revolution brings those two concerns to their most world-altering levels. This inquiry gives students an entry point into thinking like historians about the French Revolution. The question of success invites students into the intellectual space that historians occupy. By investigating the question of the French Revolution’s success, students will need to make decisions about what the problems of the Revolution were, how to give weight to the events of three different periods of the Revolution, and what distance, if any, was between intentions and effects.

Since the discovery of the structure of the DNA double helix in 1953 by Watson and Crick, the information on detailed molecular structures of DNA and RNA, namely, the foundation of genetic material, has expanded rapidly. This discovery is the beginning of the "Big Bang" of molecular biology and biotechnology. In this seminar, students discuss, from a historical perspective and current developments, the importance of pursuing the detailed structural basis of genetic materials.

Are you interested in investigating how nature engineers itself? How engineers copy the shapes found in nature ("biomimetics")? This Freshman Seminar investigates why similar shapes occur in so many natural things and how physics changes the shape of nature. Why are things in nature shaped the way they are? How do birds fly? Why do bird nests look the way they do? How do woodpeckers peck? Why can't trees grow taller than they are? Why is grass skinny and hollow? What is the wood science behind musical instruments? Questions such as these are the subject of biomimetic research and they have been the focus of investigation in this course for the past three years.

Between 70 and 75% of the Earth's surface is covered with water and there exists still more water in the atmosphere and underground in aquifers. In this lesson, students learn about water bodies on the planet Earth and their various uses and qualities. They will learn about several ways that engineers are working to maintain and conserve water sources. They will also think about their role in water conservation.

Learn how friction causes a material to heat up and melt. Rub two objects together and they heat up. When one reaches the melting temperature, particles break free as the material melts away.

Learn how friction causes a material to heat up and melt. Rub two objects together and they heat up. When one reaches the melting temperature, particles break free as the material melts away. Arabic Language.

Students use LEGO® MINDSTORMS® robotics to help conceptualize and understand the force of friction. Specifically, they observe how different surfaces in contact result in different frictional forces. A LEGO robot is constructed to pull a two-wheeled trailer made of LEGO parts. The robot is programmed to pull the trailer 10 feet and trial runs are conducted on smooth and textured surfaces. The speed and motor power of the robot is kept constant in all trials so students observe the effect of friction between various combinations of surfaces and trailer wheels. To apply what they learn, students act as engineers and create the most effective car by designing the most optimal tires for given surface conditions.

This art history video discussion examines Frida Kahlo's "Frieda and Diego Rivera"‚ 1931, oil on canvas, 39-3/8 x 31 inches or 100.01 x 78.74 cm (San Francisco Museum of Modern Art). Painted in San Francisco during the artist's first trip outside of Mexico. She accompanied her husband Diego Rivera who was painting in the United States and would, at the end of the year, be the subject of a retrospecive at The Museum of Modern Art in New York.

This art history video discussion examines Caspar David Friedrich's "Abbey among Oak Trees", 1809 or 1810, oil on canvas, 110.4 x 171 cm (Alte Nationalgalerie, Berlin).

This art history video discussion examines Caspar David Friedrich's "Monk by the Sea", 1808 or 1810, oil on canvas, 110 x 171.5 cm (Alte Nationalgalerie, Staatliche Museen zu Berlin).

This art history video discussion examines Caspar David Friedrich's "Solitary Tree (or Lone Tree)", 1822, oil on canvas, 55 x 71 cm (Alte Nationalgalerie, Berlin).

This art history video discussion examines Caspar David Friedrich's "Woman at a Window", 1822, oil on canvas, 44 x 73 cm (Alte Nationalgalerie, Berlin).

This series of 5 word problems lead up to the final problem. Most students should be able to answer the first two questions without too much difficulty. The decimal numbers may cause some students trouble, but if they make a drawing of the road that the girls are riding on, and their positions at the different times, it may help. The third question has a bit of a challenge in that students won't land on the exact meeting time by making a table with distance values every hour. The fourth question addresses a useful concept for problems involving objects moving at different speeds which may be new to sixth grade students.

From the earliest days of settlement and migration, the people of North America have relied on maps and mapping to understand their environment and place within it. Maps have helped Americans prospect investments, comprehend war, and plan leisure in places unknown. As Americans have used maps to explore the U.S., capitalize on its resources, and displace its Native peoples, maps have shaped American cultural ideas about travel, place, and ownership. This exhibit explores the cultural and historic impact of mapping through four specific moments in American history: migration along the Oregon Trail, the rise of the lumber industry, the Civil War, and the popularization of the automobile and individual tourism. It concludes with a look at maps in the age of computers, the Internet, and beyond. These moments demonstrate the influence maps have had over how Americans imagine, exploit, and interact with national geographies and local places. This exhibition was created as part of the DPLA’s Digital Curation Program by the following students in Professor Helene Williams's capstone course at the Information School at the University of Washington: Greg Bem, Kili Bergau, Emily Felt, and Jessica Blanchard. Additional revisions and selections made by Greg Bem.

In 1845 Frederick Douglass published what was to be the first of his three autobiographies: the Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself.  As the title suggests, Douglass wished not only to highlight the irony that a land founded on freedom would permit slavery to exist within its midst, but also to establish that he, an American slave with no formal education, was the sole author of the work.

In this activity, students will use a tutorial on the U.S. Environmental Protection Agency's website to learn about how surface water is treated to make it safe to drink.

This book is for students who have studied Modern Standard Arabic (MSA) for one year or more and would like to learn colloquial Arabic basics using their knowledge of MSA. It aims at transitioning learners from Novice Mid level to Intermediate Low through presenting situations useful for living in an Arab country. The book has several features including hyperlinks, practice dialogues with open answers, cultural tips, and more.