This short video and interactive assessment activity is designed to teach fifth graders about multiplication patterns over increasing place values.

This short video and interactive assessment activity is designed to teach fourth graders about patterns without using multiplication.

This short video and interactive assessment activity is designed to teach fourth graders about express the sentence and calculate - division.

This course examines the issues, principles, and challenges toward building relational machines through a combination of studio-style design and critique along with lecture, lively discussion of course readings, and assignments. Insights from social psychology, human-computer interaction, and design will be examined, as well as how these ideas are manifest in a broad range of applications for software agents and robots.

Any math teacher can attest that language and math are intertwined in every lesson: from the verbal instruction to teach a concept to comprehending a word problem to verbalizing how the student got their answer. For these reasons, math class can be a major point of frustration for students learning English. Equally frustrated are the educators who recognize the difficulty these language barriers present, but struggle to find strategies to reconcile it. » Read more at https://ellevationeducation.com/language-math-unpacking-relationship

This course is the second course of the quantum field theory trimester sequence beginning with Relativistic Quantum Field Theory I (8.323) and ending with Relativistic Quantum Field Theory III (8.325). It develops in depth some of the topics discussed in 8.323 and introduces some advanced material.

A three-semester subject sequence on quantum field theory stressing the relativistic quantum field theories relevant to the physics of the Standard Model. 8.323 is a one-semester self-contained subject in quantum field theory. Concepts and basic techniques are developed through applications in elementary particle physics and condensed matter physics. Includes the basic tools of field theory required for phenomenological studies. Topics: Functional integral formulation of quantum mechanics and many-particle systems. Classical field theory, symmetries, and Noether's theorem. Quantization of scalar fields. Feynman graphs, analytic properties of amplitudes and unitarity of the S-matrix. Renormalization and renormalization group. Spinors and the Dirac equation. Quantization of Dirac fields. Supersymmetry. Quantization of abelian gauge fields. Calculations in quantum electrodynamics. Classical Yang-Mills fields. The Higgs phenomenon and a description of the Standard Model. 8.324 is the second term of the quantum field theory sequence. Develops in depth some of the topics discussed in 8.323 and introduces some advanced material. Topics: Quantization of nonabelian gauge theories. BRST symmetry. Perturbation theory anomalies. Renormalization and symmetry breaking. The renormalization group. Critical exponents and scalar field theory. Conformal field theory. 8.325 is the third and last term of the quantum field theory sequence. Its aim is the proper theoretical discussion of the physic

8.323, Relativistic Quantum Field Theory I, is a one-term self-contained subject in quantum field theory. Concepts and basic techniques are developed through applications in elementary particle physics, and condensed matter physics.

Normally taken by physics majors in their sophomore year. Einstein's postulates; consequences for simultaneity, time dilation, length contraction, clock synchronization; Lorentz transformation; relativistic effects and paradoxes; Minkowski diagrams; invariants and four-vectors; momentum, energy and mass; particle collisions. Relativity and electricity; Coulomb's law; magnetic fields. Brief introduction to Newtonian cosmology. Introduction to some concepts of General Relativity; principle of equivalence. The Schwarzchild metric; gravitational red shift, particle and light trajectories, geodesics, Shapiro delay. This course, which concentrates on special relativity, is normally taken by physics majors in their sophomore year. Topics include Einstein's postulates, the Lorentz transformation, relativistic effects and paradoxes, and applications involving electromagnetism and particle physics. This course also provides a brief introduction to some concepts of general relativity, including the principle of equivalence, the Schwartzschild metric and black holes, and the FRW metric and cosmology.

Introduces the history of Islamic cultures through their most vibrant material signs: the religious architecture that spans fourteen centuries and three continents -- Asia, Africa, and Europe. Studies a number of representative examples from the House of the Prophet to the present in conjunction with their social, political, and intellectual environments. Presents Islamic architecture both as a full-fledged historical tradition and as a dynamic and interactive cultural catalyst that influenced and was influenced by the civilizations with which it came in contact.

This art history video discussion looks at Rembrandt van Rijn's "Bathsheba at Her Bath", 1654, oil on canvas, Musee du Louvre, Paris.

Building on what they learned about wired and wireless electrical connections in the associated lesson, students use Android phones to take advantage of Bluetooth wireless connections to remotely guide LEGO MINDSTORMS(TM) NXT robots through a maze. They compare this wireless remote control navigation to their previous experiences navigating LEGO robots via programming. A PowerPoint® presentation and pre/post quizzes are provided.

In partnership with teachers, the Louisiana Department of Education arranged OpenSciEd (grade 6-8 science) content in a manner that stays true to the vision of the materials and provides clear guidance on how to use them in a fully remote environment. The modified materials assume that teachers will have synchronous virtual meetings with students in addition to home learning.
The site also provides a variety of resources with options for students who do not have internet access.

European history from the fourteenth through the sixteenth century. Consideration of political, social, artistic, and scientific developments during this period of transition to the modern world. Examines the connections between Renaissance Humanism and the Protestant and Catholic reform movements of the sixteenth century. Studies works by Petrarch, Machiavelli, Brunelleschi, Leonardo, Erasmus, More, Luther, and Montaigne. The "Renaissance" as a phenomenon in European history is best understood as a series of social, political, and cultural responses to an intellectual trend which began in Italy in the fourteenth century. This intellectual tendency, known as humanism, or the studia humanitatis, was at the heart of developments in literature, the arts, the sciences, religion, and government for almost three hundred years. In this class, we will highlight the history of humanism, but we will also study religious reformations, high politics, the agrarian world, and European conquest and expansion abroad in the period.

The Renaissance has justly become both famous and notorious as an age of discovery, and its voyages took place in many realms. This semester, we will read several history making narratives of early modern travel: first-hand accounts of discovery, captivity, conquest, or cultural encounter. As Europeans came to acquire experience of unfamiliar places, literary texts of the period began to assimilate this experience by describing imagined voyages across real or fantastic landscapes. Finally, voyages of exploration served Renaissance writers as a metaphor: for intellectual inquiry, for spiritual development, or for the pursuit of love. Among the literary genres sampled this semester will be sonnets, plays, prose narratives, utopias, and chivalric romance. Authors and travellers will include Francis Petrarch, Amerigo Vespucci, Thomas More, Christopher Marlowe, Edmund Spenser, HernĚÁn CortĚŠs, John Donne, Francis Drake, Mary Rowlandson, Francis Bacon.

A quantitative illustration of how non-renewable resources are depleted while renewable resources continue to provide energy. Students remove beads (units of energy) from a bag (representing a country). A certain number of beads are removed from the bag each "year." At some point, no non-renewable beads remain. Student groups have different ratios of renewable and non-renewable energy beads. A comparison of the remaining beads and time when they ran out of energy shows the value of utilizing a greater proportion of renewable resources as a sustainable energy resources.

In this lesson, students are introduced to the types of renewable energy resources. They are involved in activities to help them understand the transformation of energy (solar, water and wind) into electricity. Students explore the different roles of engineers working in renewable energy fields.

Students are introduced to renewable energy, including its relevance and importance to our current and future world. They learn the mechanics of how wind turbines convert wind energy into electrical energy and the concepts of lift and drag. Then they apply real-world technical tools and techniques to design their own aerodynamic wind turbines that efficiently harvest the most wind energy. Specifically, teams each design a wind turbine propeller attachment. They sketch rotor blade ideas, create CAD drawings (using Google SketchUp) of the best designs and make them come to life by fabricating them on a 3D printer. They attach, test and analyze different versions and/or configurations using a LEGO wind turbine, fan and an energy meter. At activity end, students discuss their results and the most successful designs, the aerodynamics characteristics affecting a wind turbine's ability to efficiently harvest wind energy, and ideas for improvement. The activity is suitable for a class/team competition. Example 3D rotor blade designs are provided.

Students use real-world data to evaluate various renewable energy sources and the feasibility of implementing these sources. Working in small groups, students use data from the Renewable Energy Living Lab to describe and understand the way the world works. The data is obtained through observation and experimentation. Using the living lab gives students and teachers the opportunity to practice analyzing data to solve problems or answer questions, in much the same way that scientists and engineers do every day.