Students will use images, U.S. Census Bureau data, and interactive maps to visualize and calculate arithmetic (population), agricultural, and physiological densities at local, regional, and national scales. They will also transfer their calculations to bar graphs.

Students act as R&D entrepreneurs, learning ways to research variables affecting the market of their proposed (hypothetical) products. They learn how to obtain numeric data using a variety of Internet tools and resources, sort and analyze the data using Excel and other software, and discover patterns and relationships that influence and guide decisions related to launching their products. First, student pairs research and collect pertinent consumer data, importing the data into spreadsheets. Then they clean, organize, chart and analyze the data to inform their product production and marketing plans. They calculate related statistics and gain proficiency in obtaining and finding relationships between variables, which is important in the work of engineers as well as for general technical literacy and decision-making. They summarize their work by suggesting product launch strategies and reporting their findings and conclusions in class presentations. A finding data tips handout, project/presentation grading rubric and alternative self-guided activity worksheet are provided. This activity is ideal for a high school statistics class.

This task asks students to glean contextual information about bird eggs from a collection of measurements of said eggs organized in a scatter plot. In particular, students are asked to identify a correlation and use it to make interpolative predictions, and reason about the properties of specific eggs via the graphical presentation of the data.

Storms can have devastating impacts on coastal communities. Typically, tropical storms like hurricanes get the most attention, but there are other types of storms that occur at more northern latitudes that can be just as destructive. For example, in January of 2018, Winter Storm Grayson caused more than 300,000 power outages and $1.1 billion in damage, and resulted in 22 confirmed casualties along the eastern seaboard. In this module, students will learn how barometric pressure changes during a storm, analyze the effect of storms on oceanographic variables, classify a storm as a bomb cyclone, and compare a bomb cyclone to a hurricane. Ultimately students will use their quantitative reasoning skills to manipulate and visualize data during storms in the northeastern United States.

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In Bootstrap:Data Science, students form their own questions about the world around them, analyze data using multiple methods, and write a research paper about their findings. The module covers functions, looping and iteration, data visualization, linear regression, and more. Social studies, science, and business teachers can utilize this module to help students make inferences from data. Math teachers can use this module to introduce foundational concepts in statistics, and it is aligned to state and national standards.

Question In many high-grade metamorphic belts around the world, rocks were buried 20-30 km beneath the surface during deformation and metamorphism. How deep is that relative to the cruising altitude of a typical commercial airplane flying across the country?

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Question
Over the last 70 million years or so, the Hawaiian Hot Spot has been pumping out lava, a total of about 775,000 km3 worth. As the Pacific Plate has moved over the hot spot, the volcanic peaks and plateaus of the Hawaiian-Emperor seamount chain have formed. If all of that lava had erupted in California, how deeply would California be buried in lava?

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Question Suppose that you are building a new house. It will take about 90 kg (198 pounds) of copper to do the electrical wiring. In order to get the copper in the first place, someone needs to mine solid rock that contains copper, extract the copper minerals, throw away the waste rock, and smelt the copper minerals to produce copper metal. Rocks mined for copper typically contain only very small percentages of copper -- about 0.7% in the case of most of the big porphyry copper deposits of the world. How much rock would someone have to mine in order to extract enough copper to wire your new house?

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Question In 1983, an eruption began at Kilauea Volcano in Hawaii that has proved to be the largest and longest-lived eruption since records began in 1823. Lava has poured out of the volcano at an average rate of about 160 million m3 per year. To put those flow rates into perspective, let's suppose that the volcano was erupting directly into your classroom. At these flow rates, how long would it take to fill your classroom with lava?

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Question Let's suppose that you have a shoe box full of water (the box is waterproof, of course). The shoe box weighs about 9 kg (19.8 pounds). Suppose you emptied the box and filled it completely with rock (little or no air space). How much would it weigh? Let's empty the box again and fill it completely with pure gold. How much would the box weigh now?

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SSAC Physical Volcanology module. Students build a spreadsheet and apply the ideal gas law to model the velocity of a bubble rising in a viscous magma.

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Lab 1: the students begin by describing on a worksheet their own ideas
of delta formation using concept sketches and written descriptions of
the stages of formation, with only broad guidance from the instructor.
They are also asked to describe the key features of their concept
sketches, and to hypothesize how those features might develop (the
processes). The students have all been exposed to deltas in Physical
Geology, but likely only have rudimentary knowledge of them. Once they
have completed the worksheet, the entire class moves to a lab with a
stream table in it, preset to run a "model delta." The model has both a
web cam and a time-lapse web cam set up over the table to record the
development. The students help start the water flowing and the cameras
recording, then watch as it develops over the next 2-3 days.

Lab 2: In the second lab, we use grain-size analysis of the
stream-table delta as a means of testing some of their ideas from lab
1. The students as a class develop a strategy to sample the
stream-table delta for grain size, using a laser grain-size analyzer.
Each pair of students collect one sample, but are also asked to predict
the changes in grain size distribution for samples elsewhere in the
delta. The particle size analyzer rapidly provides results to the
students near the end of lab.

Lab 3: the final lab is a field trip to a pair of gravel pits that
expose the guts of two natural stranded deltas, including topset and
foreset beds. The students are asked to assess the landforms on a topo
map before arriving, and to describe the deposits at each site we
visit. On the final writeup, the students need to synthesize all the
elements of the three labs, along with input from our readings in the
textbook (Easterbrook) and McPhee's "Control of Nature."��

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Building Oscillation Seismic Simulation, or BOSS, is an opportunity for learners to explore the phenomenon of resonance for different building heights while performing a scientific experiment that employs mathematical skills. They experience how structures behave dynamically during an earthquake.

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Statistics is the study of variability. Students who understand statistics need to be able to identify and pose questions that can be answered by data that vary. The purpose of this task is to provide questions related to a particular context (a jar of buttons) so that students can identify which are statistical questions. The task also provides students with an opportunity to write a statistical question that pertains to the context.

Submitted as part of the California Learning Resource Network (CLRN) Phase 3 Digital Textbook Initiative (CA DTI3), CK-12 Advanced Probability and Statistics introduces students to basic topics in statistics and probability but finishes with the rigorous topics an advanced placement course requires. Includes visualizations of data, introduction to probability, discrete probability distribution, normal distribution, planning and conducting a study, sampling distributions, hypothesis testing, regression and correlation, Chi-Square, analysis of variance, and non-parametric statistics.

CK-12 Middle School Math Concepts for seventh grade provides a complete textbook. It presents topics including algebraic thinking, patterns, decimals, decimal operations, fractions, fraction operations, integers, integer operations, ratios, rates, proportions, percents, percent applications, equations, solving equations, inequalities, functions, graphing functions, geometry, plane geometry, solid geometry, area, perimeter, surface area, volume, statistics including mean, median, mode and range, graphing and types of graphs, and probability.

There is growing body of evidence to support that students who directly experience authentic scientific research are more likely to continue onto advanced degrees and careers in Science, Technology, Engineering and Mathematics (STEM). In an effort to introduce more students to the benefits of scientific research we have drawn on an ongoing research project aimed at understanding how Corals Respond to the Environment (CRE) to develop an interdisciplinary laboratory course based on Authentic Research Experiences (ARE). A small cohort of undergraduate students enrolled in a semester-long course, entitled CREARE, perform biochemical experiments in the laboratory, analyze environmental data by R statistical software and prepared a report modeled after a research manuscript to present their work. The impact of CREARE on student learning gains and attitudes towards science is being measured, as is the impact of CREARE on participants' career choices and retention in STEM. This multidisciplinary research program addresses the impact of climate change on the health of a critically endangered coral species, ultimately leading to a better stewardship of this invaluable resource. Furthermore, CREARE offers a unique experience for students, one that may serve as a model for the development of more research-based courses, leading to improved retention in our STEM departments.

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This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This is a very short exercise designed to get students to understand how the Gibbs energy equation is used to calculate the location of a reaction in P-T space. I use it in-class and have students work on it in groups.

Besides calculating the location of one reactions, students also have to think a bit about the significance of volume and entropy with regard to mineral stability.

This exercise is very straightforward EXCEPT that students get the units (bars, Kbar, cc, etc.) confused.

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