This activity uses simulation to help students understand sampling variability and reason …
This activity uses simulation to help students understand sampling variability and reason about whether a particular samples result is unusual, given a particular hypothesis. By using first candies, then a web applet, and varying sample size, students learn that larger samples give more stable and better estimates of a population parameter and develop an appreciation for factors affecting sampling variability.
This applet from Statistical Java allows the user to generate bivariate data …
This applet from Statistical Java allows the user to generate bivariate data for analysis with simple linear regression. The page describes the equations used to generate the data and estimate the regression lines.
Over several days, students learn about composites, including carbon-fiber-reinforced polymers, and their …
Over several days, students learn about composites, including carbon-fiber-reinforced polymers, and their applications in modern life. This prepares students to be able to put data from an associated statistical analysis activity into context as they conduct meticulous statistical analyses to evaluate/determine the effectiveness of carbon fiber patches to repair steel. This lesson and its associated activity are suitable for use during the last six weeks of an AP Statistics course; see the topics and timing note for details. A PowerPoint® presentation and post-quiz are provided.
This lesson unit is intended to help teachers assess how well students: …
This lesson unit is intended to help teachers assess how well students: are able to use frequency graphs to identify a range of measures and make sense of this data in a real-world context; and understand that a large number of data points allow a frequency graph to be approximated by a continuous distribution.
This lesson unit is intended to help teachers assess how well students …
This lesson unit is intended to help teachers assess how well students are able to interpret data using frequency graphs and box plots. In particular this unit aims to identify and help students who have difficulty figuring out the data points and spread of data from frequency graphs and box plots. It is advisable to use the lesson: Representing Data 1: Frequency Graphs, before this one.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is the website for “R for Data Science”. This book will …
This is the website for “R for Data Science”. This book will teach you how to do data science with R: You’ll learn how to get your data into R, get it into the most useful structure, transform it, visualise it and model it. In this book, you will find a practicum of skills for data science. Just as a chemist learns how to clean test tubes and stock a lab, you’ll learn how to clean data and draw plots—and many other things besides. These are the skills that allow data science to happen, and here you will find the best practices for doing each of these things with R. You’ll learn how to use the grammar of graphics, literate programming, and reproducible research to save time. You’ll also learn how to manage cognitive resources to facilitate discoveries when wrangling, visualising, and exploring data.
Students are presented with a real-life problem of flooding and erosion in …
Students are presented with a real-life problem of flooding and erosion in the town of Simonton. They must use historical dischage data to determine the future risk of flooding. They must also use historical map data to asses the risk of future losses due to erosion. Using these data, they must dertermine the feasibility of levee systems proposed by the Corp of Engineers. Lastly, they must discuss their assumption and possible sources of error.
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Student materials for this exercise include a Microsoft Excel spreadsheet with peak …
Student materials for this exercise include a Microsoft Excel spreadsheet with peak discharge data for the Hillsborough River and Curiosity Creek, a .zip file containing two versions (PDF and JPG) of the topographic map of the Sulphur Springs quadrangle, and a simplified sketch map of the quadrangle. The exercise is divided into three parts. In Part I, students study the Sulphur Springs topographic quadrangle to gain a general idea of the landscape. The students identify drainage divides on the quadrangle and outline the drainage basins on the sketch map. Part II includes calculating the frequency and probability of various sized floods and creating a recurrence curve using Microsoft Excel charts. Students apply their knowledge to decide whether to buy a house on the floodplain of the Hillsborough River. In Part III, students use their results to interpret the potential for flooding along the main river and one of its tributaries. Students compare recurrence curves to deduce that having more years of data leads to a more reliable flood forecast. They search online to determine the reasons for particular floods and contrast the effects on the two streams.
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his task is intended as a classroom activity. Student pool the results …
his task is intended as a classroom activity. Student pool the results of many repetitions of the random phenomenon (rolling dice) and compare their results to the theoretical expectation they develop by considering all possible outcomes of rolling two dice. This gives them a concrete example of what we mean by long term relative frequency.
After having talked about the geologic time scale (Precambrian: prior to 570 …
After having talked about the geologic time scale (Precambrian: prior to 570 Ma; Paleozoic: 570-245 Ma; Mesozoic: 245-65 Ma; Cenozoic: 65 Ma - Present), I ask for two volunteers from the class to hold a rope that is 50 feet long. I say that one end is the beginning of the Earth (4.6 billion years ago), and the other is today. I then give out 16 clothes pins and ask various students to put a cloths pin on the 'time line' at various 'geologic events'. For example, I ask them to put one where the dinosaurs died out (end of the Mesozoic). They almost invariably put it much too old (65 Ma is less than 2% of Earth history!). Then I ask them to put one on their birthday (they now laugh). Then I ask them to put one where we think hominoids (humans) evolved (~3-4 Ma), and they realize that we have not been here very long geologically. Then I ask them to put one at the end of the Precambrian, where life took off in terms of the numbers of species, etc. They are amazed that this only represents less than 15% of Earth history. Throughout the activity I have a quiz going on where the students calculate percentages of Earth History for major geologic events, and compare it to their own ages. On their time scale, the dinosaurs died only about two 'months' ago! The exercise is very effective at letting them get a sense of how long geologic time is, and how 'recently' some major geologic events happened when you consider a time scale that is the age of the earth.
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This exercise is a second or familiarization exercise in spreadsheeting, but is …
This exercise is a second or familiarization exercise in spreadsheeting, but is also a mathematical model for slope evolution. It uses the concept of "erosivity" (generally, the relative ratio of driving and resisting forces) and slope angle to reshape an initial topography. Finally, it asks the students themselves to come up with a real-world situation worth modeling.
(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 is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
This is a task from the Illustrative Mathematics website that is one …
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.
Spreadsheets Across the Curriculum module/Geology of National Parks course. Students work with …
Spreadsheets Across the Curriculum module/Geology of National Parks course. Students work with salmon-trace streambed data to study whether removal of a spawning run barrier was effective
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The activity allows for learning about salt marshes ecosystem and practicing of …
The activity allows for learning about salt marshes ecosystem and practicing of basic math in estimations.
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Students spend a 50-minute class (or longer) measuring water discharge of a …
Students spend a 50-minute class (or longer) measuring water discharge of a local stream. They use two different techniques: the traditional area-velocity method and a salt-tracer method. In the classroom, each student using Excel or Kaleidagraph to calculate discharge from field measurements. They summarize their results in an essay, and assess differences between the two techniques and potential sources of error. Designed for a geomorphology course Designed for an introductory geology course Addresses student fear of quantitative aspect and/or inadequate quantitative skills
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