A one page activity that takes students to several websites related to the obesity epidemic. First they can calculate BMI, then learn about national trends in the rate of obesity and finally use a tutorial on insulin and diabetes.

Students explore online data, maps, webcams, and articles from specific US locations to understand and visualize the oceanographic phenomena of that location. Through the worksheet, students will learn to explore online resources to gather data on a particular topic, and practice making observations of scientific phenomena. Through the writing assignment, students learn to synthesize observations into scientific explorations, draw together ideas and relate to course concepts, and reflect on their learning process.

The purpose of this resource is to help students understand the connection between remote sensing, computer imagery, and land cover assessment. Students translate their maps created in the beginning activity into digital code and exchange the digitized versions of their maps with students in another school.

The purpose of this resource is to familiarize students with the importance of perspective and various scales of remotely sensed data. Students create a 3-D model of an area and develop a classification system for the landforms in their model. The maps can then be used to answer certain questions about the environment.

Volcanic debris flows (lahars) flow long distances, bury and aggrade river valleys, and cause long-term stream disturbances and dramatic landscape changes. Students will evaluate the nature, scale, and history of past lahars from Mount Rainier in a river valley and interpret the past and potential future impact on humans of lahars.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Open Educational Resources are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

This collection of worksheets, homework assignments, and study skills exercises was created through a Round 14 Textbook Transformation Grant. The worksheets supplement the following topics as covered in OpenStax Precalculus: Functions, domain and range, rates of change, inverse functions, exponential functions, logarithmic functions, exponential growth modeling, angles, sine and cosine, right triangles, sum identities, and difference identities. Study skills exercises include growth mindset and metacognition activities.

In this course, you will learn the fundamentals of operations management as they apply to both production and service-based operations. Successful completion of this course will empower you to implement the concepts you have learned in your place of business. Even if you do not plan to work in operations, every department of every company has processes that must be completed; someone savvy with operations management will be able to improve just about any process.

During the first kinetics lecture, we traced the efforts of atmospheric chemists to explain the depletion of ozone in the upper atmosphere. (The powerpoint slides have been posted on Blackboard for your review.) U2 spy planes gathered much of the initial data that linked ClO in the stratosphere to the ozone depletion. The data collected during these flights showed the concentrations of various chemical species in the stratosphere, but did not measure how fast the processes were occurring. To determine the kinetics (rates) of ozone depletion reactions, chemists perform controlled laboratory studies. In this homework, we will interpret data obtained from such laboratory experiments to study the ozone depletion reaction.

These are course materials for Heinz College's Policy Innovation Lab. Questions and / or comments about these materials should be directed to Chris Goranson (cgoranso@andrew.cmu.edu). These materials are provided in support of the PIT-UN initiative and related work.

Students work in groups to collect fossils and sediments from the Hamilton Group (Devonian), process their samples, and determine the paleocology and diversity metrics for each formation in the Hamilton Group. Analysis also includes comparing collection techniques (bulk vs. targeted) and diversity of each formation. Each student individually writes a paper summarizing their work.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students are assigned a client who has an option to buy a very large
tract of land in western Virginia. On this land she plans to build a
large residence with a scenic view, a full basement, a septic system,
and a paved driveway for access. For that site, students must use maps,
aerial images, and soil survey reports to evaluate the geologic setting
and the geomorphic processes, both active and ancient. Their goal is to
warn the client of problems and alert her to resources on the property.

Designed for a geomorphology course

Has minimal/no quantitative component

Uses geomorphology to solve problems in other fields

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students are provided with a dinosaur article from a popular magazine (e.g. Discover or Natural History) or the journal Science. Their task is to dissect the article distinguishing
evidence from interpretation. They need to recognize the various hypotheses presented and also evaluate the strength of these ideas. Then during classroom discussion, they explore the implications of their dissections. For example they would address some of the following questions: Are other interpretations possible? Where have the authors over interpreted the evidence? What are the strongest interpretations? How could the ideas be further tested?
What type of evidence would be sufficient to falsify or further support the interpretations
of the papers?

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Here is the link to the new Passion-Driven Statistics e-book!

Github book https://bit.ly/PDSe-book

pdf version https://bit.ly/PDSpdf

Passion-Driven Statistics is an NSF-funded, multidisciplinary, project-based curriculum that supports students in conducting data-driven research, asking original questions, and communicating methods and results using the language of statistics. The curriculum supports students to work with existing data covering psychology, health, earth science, government, business, education, biology, ecology and more. From existing data, students are able to pose questions of personal interest and then use statistical software (e.g. SAS, R, Python, Stata, SPSS) to answer them. The e-book is presented in pdf format for ease of use across platforms.

http://bit.ly/EditPDSe-book

For more information, contact Lisa Dierker, ldierker@wesleyan.edu or check out the Passion-Driven Statistics website at https://passiondrivenstatistics.com/

This short activity provides an intuitive introduction to earthquake magnitude using an everyday item--spaghetti. Learners are introduced to the earthquake magnitude scale by breaking different amounts of uncooked noodles. Visual scale of the pasta emphasizes the relative differences between magnitudes with each whole step in magnitude. For older students, the demonstration helps students understand why seismologists use the nonlinear logarithmic scale to best graph the huge range of quantities.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students are asked, as individuals in a team, to critically review the draft of a multimedia web site authored by another team in my course. Student must follow a template with 5 review criteria, and submit their review to each member of the web site author team and to me.

Please see the handout below for instructions I give to students for this activity.

Physical and chemical (biostratinomic) processes that operate on an entity prior to its burial and incorporation into the fossil record ultimately influence how it is interpreted by a researcher when collected and evaluated. Beginning geoscience and paleontology students often assume that a character gradient exists in a fossil assemblage that reflects a temporal trend. That is, fossils recovered from the same assemblage exhibiting well-preserved features are "younger" than those in which poorly-defined features occur. The assumption is that poorly preserved fossils have been in the "taphonomic mill" longer than those showing well-defined characters. Of course, the taphonomic (biostratinomic) history of any fossil is, well, individual, with an array of biochemical, geochemical, and physical factors operating on each over different spatial and temporal scales. This exercise is designed to demonstrate, with pocket change, that the external features of an entity result from a combination of factors influencing. This beginning taphonomic exercise is an attempt to have students think about the array of variuos processes that can play a role in how an object appears in an assemblage.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This text provides an overview of personal finance, containing topics on financial planning, buying a home, risk management, budgeting, investing, and career opportunities. This text is being used for an upper-division Consumer Economics course at the University level.

This activity guides students towards the creation of personas, scenarios and storyboards for a product/website that they are creating.

Comments
Although this activity can be used in isolation, it is intended to be part of a series guiding students towards the creation of a front-end of a website. The series (all published as OER) consist of:

a) Needfinding
b) Personas, Scenarios and Storyboards
c) Front-end Website Design and Development
d) Accessibility Evaluation

The pet rock project is a semester-long project in which each student randomly selects an igneous or metamorphic rock from the instructor or brings in a rock from an appropriate locality, and follows all of the steps a petrologist would take to interpret an igneous or metamorphic rock from an unknown area. This project runs in the background of the petrology class during the initial part of the semester while the student acquires the petrologic skills to make more sophisticated interpretations. The culmination of the project is for each student to spend several hours with the instructor using the electron microprobe to identify more difficult minerals with certainty, to produce high quality digital backscattered electron images and to obtain quantitative electron microprobe analyses of selected minerals that aid in the interpretation of the pet rock. Ultimately, the student interprets the rock, generally with the assistance of the instructor, writes a report explaining the process and results and presents the results to the class.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)