Students discover fluid dynamics related to buoyancy through experimentation and optional photography. Using one set of fluids, they make light fluids rise through denser fluids. Using another set, they make dense fluids sink through a lighter fluid. In both cases, they see and record beautiful fluid motion. Activities are also suitable as class demonstrations. The natural beauty of fluid flow opens the door to seeing the beauty of physics in general.

Foundations of Academic Success: Words of Wisdom (FAS: WoW) introduces you to the various aspects of student and academic life on campus and prepares you to thrive as a successful college student (since there is a difference between a college student and a successful college student). Each section of FAS: WoW is framed by self-authored, true-to-life short stories from actual State University of New York (SUNY) students, employees, and alumni. The advice they share includes a variety of techniques to help you cope with the demands of college. The lessons learned are meant to enlarge your awareness of self with respect to your academic and personal goals and assist you to gain the necessary skills to succeed in college.

This course provides an overview of major works of social thought from the beginning of the modern era through the 1920s. Attention is paid to social and intellectual contexts, conceptual frameworks and methods, and contributions to contemporary social analysis. Writers include Hobbes, Locke, Rousseau, Montesquieu, Adam Smith, Marx, Weber, and Durkheim.

This activity was designed for blind learners, but all types of learners can use it to identify increases in friction.

This Module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described (est. completion time: 2 hours).

This activity was designed for blind learners, but all types of learners can use it to understand how villi function in the small intestine. The purpose of this activity is to examine a model of the inside of the small intestine to support understanding of the function of villi in digestion.

Students design their own logo or picture and use a handheld GPS receiver to map it out. They write out a word or graphic on a field or playground, walk the path, and log GPS data. The results display their "art" on their GPS receiver screen.

Students familiarize themselves — through trial and error — with the basics of GPS receiver operation. They view a receiver's satellite visibility screen as they walk in various directions and monitor their progress on the receiver's map. Students may enter waypoints and use the GPS information to guide them back to specific locations.

Students go on a GPS scavenger hunt. They use GPS receivers to find designated waypoints and report back on what they found. They compute distances between waypoints based on the latitude and longitude, and compare with the distance the receiver finds.

In this open-ended, hands-on activity that provides practice in engineering data analysis, students are given gait signature metric (GSM) data for known people types (adults and children). Working in teams, they analyze the data and develop models that they believe represent the data. They test their models against similar, but unknown (to the students) data to see how accurate their models are in predicting adult vs. child human subjects given known GSM data. They manipulate and graph data in Excel® to conduct their analyses.

Student teams use sensors—motion detectors and accelerometers—to collect walking gait data from group members. They import their collected position and acceleration data into Excel® for graphing and analysis to discover the relationships between position, velocity and acceleration in the walking gaits. Then they apply their understanding of slopes of secant lines and Riemann sums to generate and graph additional data. These activities provide practice in the data collection and analysis of systems, similar to the work of real-world engineers.

This activity is an easy way to demonstrate the fundamental properties of polar and non-polar molecules (such as water and oil), how they interact, and the affect surfactants (such as soap) have on their interactions. Students see the behavior of oil and water when placed together, and the importance soap (a surfactant) plays in the mixing of oil and water which is why soap is used every day to clean greasy objects, such as hands and dishes. This activity is recommended for all levels of student, grades 3-12, as it can easily be scaled to meet any desired level of difficulty.

Gliffy is a diagramming tool built into a social Web presence. The traditional graphic organizer interface takes on a social theme by allowing multiple users to work on a diagram simultaneously.

Across the country, districts are choosing to #GoOpen and transitioning to the use of openly licensed educational resources to improve student learning in their schools. Openly licensed educational resources enable districts to reallocate significant funds currently spent on inflexible, static learning materials to resources and activities that accelerate the transition to digital learning. These include implementing new professional learning programs for teachers, developing a robust technology infrastructure to support digital learning, and funding new leadership roles for educators who curate and create openly licensed educational materials.

The #GoOpen District Launch Packet is designed for districts that have decided to implement a systematic approach to incorporating openly licensed educational resources into their curriculum by becoming a #GoOpen District.

The Good Behavior Game is an approach to the management of classrooms behaviors that rewards children for displaying appropriate on-task behaviors during instructional times. The class is divided into two teams and a point is given to a team for any inappropriate behavior displayed by one of its members. The team with the fewest number of points at the Game's conclusion each day wins a group reward. If both teams keep their points below a preset level, then both teams share in the reward. The program was first tested in 1969; several research articles have confirmed that the Game is an effective means of increasing the rate of on-task behaviors while reducing disruptions in the classroom (Barrish, Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik, 1972).
The process of introducing the Good Behavior Game into a classroom is a relatively simple procedure. There are five steps involved in putting the Game into practice.

Google Calendar is one of the most full-featured Web-based calendars available and it's free. Google Calendar offers calendar synching with Microsoft Outlook and other computer-based calendar tools, as well as the ability to subscribe to other users's calendars, make public calendars, etc.

If you combine the usefulness of an office suite with the Web 2.0 features of a tool like a wiki, you end up with Google Docs. It acts as a word processor, delivered via any browser, with collaborative functionality and wiki?like editing.

Google Earth makes Google Maps in 3D ? a visual, 3D globe for your computer that includes traditional mapping, layered terrain, cultural landmarks, etc. Please note that Google Earth pro is now free for schools.

Google Maps provides standard map directions, as well as real-time traffic information in major cities, satellite views, and saved maps and directions.

Interviewees gather to discuss the role of government in changing Open policy and what opportunities and challenges emerge from this change. They first discuss the current status of the Open policy arena and how it represents an evolution of change. Some describe a path for the future of Open. The interviewees go on to discuss the role of government and forces beyond higher education that help shape the Open ecosystem. They conclude the conversation by sharing ideas on how these policy activities will affect OER initiatives over the next several years. Reflect on the desired outcomes of this video series that were introduced under page.