This is an indoor lab where students design marble runs to test what factors affect the final velocity of a marble.

Students play the role of engineers as they test, design and build Mentos(TM) fountains a dramatic example of how potential energy (stored energy) can be converted to kinetic energy (motion). They are challenged to work together as a class to optimize the design of the basic soda/candy geyser made by the teacher. To do this, three research teams each investigate how a different variable nozzle shape, soda temperature, number of candies affects fountain height. They devise and run experimental tests to determine the best variable values. Then they combine their results to design the highest fountain to compete head-to-head with the teacher's geyser design.

The purpose of the task is for students to solve a multi-step multiplication problem in a context that involves area. In addition, the numbers were chosen to determine if students have a common misconception related to multiplication.

This lesson unit is intended to help you assess how well students are able to: Calculate the mean, median, mode, and range from a frequency chart; and to use a frequency chart to describe a possible data set, given information on the mean, median, mode, and range.

In this task students work with partners to measure themselves by laying multiple copies of a shorter object that represents the length unit end to end. It gives students the opportunity to discuss the need to be careful when measuring.

Students learn about the statistical analysis of measurements and error propagation, reviewing concepts of precision, accuracy and error types. This is done through calculations related to the concept of density. Students work in teams to each measure the dimensions and mass of five identical cubes, compile the measurements into small data sets, calculate statistics including the mean and standard deviation of these measurements, and use the mean values of the measurements to calculate density of the cubes. Then they use this calculated density to determine the mass of a new object made of the same material. This is done by measuring the appropriate dimensions of the new object, calculating its volume, and then calculating its mass using the density value. Next, the mass of the new object is measured by each student group and the standard deviation of the measurements is calculated. Finally, students determine the accuracy of the calculated mass by comparing it to the measured mass, determining whether the difference in the measurements is more or less than the standard deviation.

This activity is an inside lab experiment where the students combine primary colored liquids correctly to create a rainbow.

Student teams build model hand dynamometers used to measure grip strengths of people recovering from sports injuries. They use their models to measure how much force their classmates muscles are capable of producing, and analyze the data to determine factors that influence a person's grip strength. They use this information to produce a recommendation of a hand dynamometer design for a medical office specializing in physical therapy. They also consider the many other ways grip strength data is used by engineers to design everyday products.

This is a physics lab where students test their reaction time by using the acceleration due to gravity. The use of Excel is introduced in this lab to analyze data.

Students learn to determine the velocity of moving objects by doing simple analysis of video clips.

This set of assignments exposes students to statistics and data pertaining to economic wellbeing over time across racial (black-white) categories in the U.S.

This activity is a lab investigation where students gather data about the masses of various solid objects found in a classroom. The students graph their data, compare their data, and draw conclusions about what kinds of materials contain more matter than others.

This activity is an guided inquiry based lesson where students measure and graph data on a two-coordinate graph the growth of a toy animal submerged in water over a period of time.

This goal of this task is to give students familiarity using the formula for the area of a circle while also addressing measurement error.

Students will create go-carts and calculate the speed, then change a variable and record the differences in speed.

These exercises target student misconceptions about how to properly measure voltage and current in simple DC circuits by letting them investigate different meter arrangements without fear of damaging equipment. These activities also are designed to lead to other investigations about simple DC circuits.

In this activity, we will explore how the dosage and frequency of a medicine taken affect the amount of medicine present in the blood.

This task addresses the first part of standard F-BF.3: ŇIdentify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k) for specific values of k (both positive and negative).Ó Here, students are required to understand the effect of replacing x with x+k, but this task can also be modified to test or teach function-building skills involving f(x)+k, kf(x), and f(kx) in a similar manner.

Expectations by funders for transparent and reproducible methods are on the rise. This session covers expectations for preregistration, data sharing, and open access results of three key funders of education research including the Institute of Education Sciences, the National Science Foundation, and Arnold Ventures. Presenters cover practical resources for meeting these requirements such as the Registry for Efficacy and Effectiveness Studies (REES), the Open Science Framework (OSF), and EdArXiv. Presenters: Jessaca Spybrook, Western Michigan University Bryan Cook, University of Virginia David Mellor, Center for Open Science