A stress echocardiogram can help a doctor see how the heart responds to exercise. This tutorial explains how the test works and its risks and benefits.

While preparing for a big, big talent show on the farm, Claire's dog goes missing. She asks Mister Chris and Wishing Well for help, and that leads to a lost-and-found adventure! A companion activity for this video is located in the Support Materials. [2:28]

After a brief history of plastics, students look more closely as some examples from the abundant types of plastics found in our day-to-day lives. They are introduced to the mechanical properties of plastics, including their stress-strain relationships, which determine their suitability for different industrial and product applications. These physical properties enable plastics to be fabricated into a wide range of products. Students learn about the different roles that plastics play in our lives, Young's modulus, and the effects that plastics have on our environment. Then students act as industrial engineers, conducting tests to compare different plastics and performing a cost-benefit analysis to determine which are the most cost-effective for a given application, based on their costs and measured physical properties.

This lesson culminates the unit with the Go Public phase of the legacy cycle. In the associated activity, students depict a tumor amidst healthy body tissue using a Microsoft Excel® graph. In addition, students design a brochure for both patients and doctors advertising a new form of painless yet reliable breast cancer detection. Together, the in-class activity and the take-home assignment function as an assessment of what students have learned throughout the unit.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

By the end of this section, you will be able to:

Differentiate between stimulus-based and response-based definitions of stress
Define stress as a process
Differentiate between good stress and bad stress
Describe the early contributions of Walter Cannon and Hans Selye to the stress research field
Understand the physiological basis of stress and describe the general adaptation syndrome

Rocks cover the earth's surface, including what is below or near human-made structures. With rocks everywhere, breaking rocks can be hazardous and potentially disastrous to people. Students are introduced to three types of material stress related to rocks: compressional, torsional and shear. They learn about rock types (sedimentary, igneous and metamorphic), and about the occurrence of stresses and weathering in nature, including physical, chemical and biological weathering.

Students learn about STEM education through an engineering design challenge that focuses on improving building materials used in shantytowns. First, they consider the factors that lead to shantytown development. After researching the implications of living in shantytowns, students design, build and test cement-based concrete block composites made of discarded and/or recycled materials. The aim is to make a material that is resistant to degradation by chemicals or climate, can withstand natural disasters, and endure through human-made conditions (such as urban overcrowding or pollution). The composites must be made of materials that are inexpensive and readily available so that they are viable alternative in shantytown communities. Students assess the results both chemically and physically and then iterate their designs with the materials that proved to be strongest.

To experience the three types of material stress related to rocks — tensional, compressional and shear — students break bars of soap using only their hands. They apply force created by the muscles in their own hands to put pressure on the soap, a model for the larger scale, real-world phenomena that forms, shapes and moves the rocks of our planet. They also learn the real-life implications of understanding stress in rocks, both for predicting natural hazards and building safe structures.

New research has expanded the concept of adverse childhood experiences to include the impact of the community on family and child well-being. It's also broadened the scope of the original ACE study to include people of color and people with lower incomes. Dr. Wendy Ellis of George Washington University coined the term "The Pair of ACEs" to describe how adverse community experiences-such as poor-quality housing, lack of employment, and lack of access to healthcare-are root causes of chronic stress. Such stress leads to chronic mental and physical health problems. [10:41]

Students learn about the variety of materials used by engineers in the design and construction of modern bridges. They also find out about the material properties important to bridge construction and consider the advantages and disadvantages of steel and concrete as common bridge-building materials to handle compressive and tensile forces.

Students explore the physical and psychological effect of stress and tension on human beings. Concepts of stress and stress management are introduced. Students discover how perception serves to fuel a huge industry dedicated to minimizing risk and relieving stress. Students complete a writing activity focused on developing critical thinking skills. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

Students are introduced to Hooke's law as well as stress-strain relationships. First they learn the governing equations, then they work through several example problems, first individually, then as a class. Through the lesson's two-part associated activity, students 1) explore Hooke's law by experimentally determining an unknown spring constant, and then 2) apply what they've learned to create a strain graph depicting a tumor using Microsoft Excel®. After the activities, the lesson concludes with a stress-strain quiz to assess each student's comprehension of the concepts.

Listen as Dr. Perry explains several easy-to-implement educator strategies to address challenging behaviors in the classroom and impact students' social, emotional and academic functioning. [7:24]

Learn from Dr. Perry about the impact of stress on students and teachers, and how creating a safe, secure environment is critical to allowing students to reach their full learning potential. [5:39]

Learn how students and teachers can often impact each other's moods and brain function and find effective strategies that help keep students and adults calm and regulated, decreasing behavioral challenges and improving academic engagement. [8:12]

Listen as Dr. Perry describes the neurosequential model and its significance on how we interact with our students, our own children and each other. [7:03]

Listen as Dr. Perry explains the important role relationships have in learning, and learn practical ways to make true empathetic connections with students in the school setting. [7:03]