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National Energy Education Development Project

National Energy Education Development Project
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Renewable Energy News The following feature stories take an in-depth, behind-the-scenes look at how NREL is advancing energy efficiency and renewable energy technologies. You may subscribe to receive weekly news features by e-mail or via RSS feed . August 2012 Early attention to design makes employee parking structure a model of low energy use. July 2012 1,300 solar panels turn sunlight into electricity on Alcatraz Island in San Francisco Bay. NREL is working with industry to find ways to reduce the energy intensity of large hospitals, schools, and retail buildings by 50%. From humble beginnings, NREL's expanding campus is a model of research, deployment, and sustainability. June 2012 Device combines infrared camera with GPS and software to identify failing receivers at concentrating solar power plants. Growing renewable butanol refiner demonstrates its process for a future scale-up of the drop-in petroleum replacement. May 2012 Homes will soon communicate with the grid to conserve energy and save money. April 2012

The K–12 Center at ETS: Invitational Research Symposium on Science Assessment September 24–25, 2013 Washington, D.C. This two-day research meeting brought together more than 250 leaders in science, education and assessment from academia, industry and government, including teams from some 30 states, to explore the skills and competencies called for in the Next Generation Science Standards (NGSS) and the measurement challenges and opportunities they pose. Commissioned papers were presented on the design of both summative tasks and formative systems that adhere to the vision of instruction underlying the NGSS. In addition, the policy and practice work ahead, including the difficult trade-offs to be made in the designs of comprehensive science assessment systems, were discussed. The closing two sessions were made available on the web in real time and the videos can be viewed below. View the Agenda (PDF) Summary Report by Rodger W. Presentation Materials

Smarter Science The Aldo Leopold Foundation “The land ethic simply enlarges the boundaries of the community to include soils, waters, plants, and animals, or collectively: the land.”- Aldo Leopold Published in 1949 as the finale to A Sand County Almanac, Leopold’s ‘Land Ethic’ defined a new relationship between people and nature and set the stage for the modern conservation movement. Leopold understood that ethics direct individuals to cooperate with each other for the mutual benefit of all. “That land is a community is the basic concept of ecology, but that land is to be loved and respected is an extension of ethics.” This recognition, according to Leopold, implies individuals play an important role in protecting and preserving the health of this expanded definition of a community. “A land ethic, then, reflects the existence of an ecological conscience, and this in turn reflects a conviction of individual responsibility for the health of land.” Download printable Land Ethic Fact Sheet (2-page pdf file)

Posters Scientific Posters Posters are a special type of presentation. When well designed, they are not simply journal papers pasted onto boards. Nor are they mounted sets of presentation slides. Rather, posters, when effectively designed, are something in between. The purpose of scientific posters is to present work to an audience who is walking through a hallway or exhibit. Figure 1. Figure 2. Figure 3. So then what makes for an effective poster? First, the title of an effective poster should quickly orient the audience. Second, the poster should quickly orient the audience to the subject and purpose. Third, the specific sections such as the results should be easy to locate on the poster.Once readers recognize what the work is, they decide how much energy to invest into the poster. Figure 2 presents a poster that quickly orients the audience to the topic of the work. References Alley, Michael, The Craft of Scientific Presentations, 2nd ed. Lamancusa, John, Jens E.

Hydroelectric Power: How it works, USGS Water-Science School So just how do we get electricity from water? Actually, hydroelectric and coal-fired power plants produce electricity in a similar way. In both cases a power source is used to turn a propeller-like piece called a turbine, which then turns a metal shaft in an electric generator, which is the motor that produces electricity. A coal-fired power plant uses steam to turn the turbine blades; whereas a hydroelectric plant uses falling water to turn the turbine. The results are the same. Take a look at this diagram (courtesy of the Tennessee Valley Authority) of a hydroelectric power plant to see the details: The theory is to build a dam on a large river that has a large drop in elevation (there are not many hydroelectric plants in Kansas or Florida). This diagram of a hydroelectric generator is courtesy of U.S. As to how this generator works, the Corps of Engineers explains it this way: "A hydraulic turbine converts the energy of flowing water into mechanical energy.

Online Resources Explore the role chemistry has played in everyday life through biographies of those who have advanced our understanding, chemistry activities, and online resources. Iconic Innovators › Iconic Innovators features modern scientists, educators, and leaders who have helped change the world through their contributions to the chemical and molecular sciences. Women in Chemistry › Follow the adventures of eight leading women in chemistry and celebrate the common element that catalyzed their journeys: a life-changing, chance-taking, thrill-seeking love of science. These short films and accompanying web resources offer a glimpse into the wide array of professions available in chemistry and related sciences and encourage viewers to consider studying chemistry as a way to positively affect the great environmental, medical, and technological challenges of our times. CHF gratefully acknowledges project support from the Alfred P. Stories from the Field › Thanks to Chemistry › Conflicts in Chemistry ›

Ask a Tech Teacher Great resources for teachers on grading rubrics, online quizzes, audio books, utilities, puzzle creators and more. Send me an email with any you find invaluable to your teaching job. Partial image: Nemo Developers and/or authors: If you have a website and/or book you would like considered for this list, please contact me so I can review it by clicking here. Thanks! Classroom Resources Apps Flashcards–by Chegg Like this: Like Loading...

ICEE: Indiana Council for Economic Education (Purdue University) About The Energy, Economics, and the Environment (EEE) Curriculum ICEE, through the support of Indiana Michigan Power, offers workshops each summer on the important Energy, Economics, and the Environment (EEE) curriculum, originally developed by the Indiana Department of Education. This newly revised curriculum offers basic information on key topics such as water and forest resources, renewable and non renewable energy sources, solid waste, and global warming. The curriculum at each level revolves around age-appropriate case studies, which help students apply sound economic reasoning to important energy and environmental issues. High School EEE Curriculum Topics covered are water, forest, and renewable energy resources, and global warming. Middle School EEE Curriculum There is no revised middle school EEE curriculum, however, the four case studies from the original, out of print curriculum have been revised and are available below. Elementary EEE Curriculum To Order

Welcome to NESTA | NESTA Common Misconceptions About Rocks and Minerals — Rocks and Minerals Although the research base for geologic misconceptions is not as extensive as that of other disciplines within earth and space science, it is clear that students and teachers alike hold a wide range of incorrect ideas about rocks, minerals, and the rock cycle. To promote accurate scientific instruction, it is important that teachers are cognizant of their own understanding and seek to continually improve their content knowledge. Formative assessment can provide a great deal of insight into student thinking before, during, and after instruction. Finally, teachers should be metacognitive practitioners and reflect on how their methods of instruction may lead to the formation or strengthening of existing misconceptions. Geologic Misconceptions Geologic misconceptions can take many forms – the language used to define and describe specimens, relevant properties for classification, the rock cycle, and geologic time. Communication Breakdown Size Really Doesn’t Matter Good Looks Are Superficial

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