The CK-12 foundation defines a flexbook as a “free and open source textbook platform where one can build and edit collaborative textbooks1.” The FNDH 400 (formerly the HN 400 flexbook, department changed its name from Human Nutrition to Food, Nutrition, Dietetics and Health) Flexbook fits this definition, but I feel the name is particularly accurate due to the flexibility of Google Docs. Students in addition to having access through Google Docs, can download the flexbook as an .odt, .pdf, .rtf, .doc, text, or html file giving them flexibility to use the document how they would like. Students can also choose whether they would like to read the flexbook digitally or print and read it on paper.

NUTR& 101 is a nutrition course designed for science majors. It emphasizes the key nutritional concepts that students going into health care need to learn. It addresses the biochemical underlying causes of heart disease, stroke and diabetes due to lack of appropriate nutrition and exercise. It also details the digestive process, the digestion and absorption of macro and micronutrients including vitamins, minerals and phytonutrients. The course also examines the role of cultural factors, biochemical signals and psychological factors such as stress in eating habits. Various diets and overall metabolism are covered in relation to their effect on health. Nutrition for special populations is also discussed.

Student groups work with manipulatives—pencils and trays—to maximize various quantities of a system. They work through three linear optimization problems, each with different constraints. After arriving at a solution, they construct mathematical arguments for why their solutions are the best ones before attempting to maximize a different quantity. To conclude, students think of real-world and engineering space optimization examples—a frequently encountered situation in which the limitation is the amount of space available. It is suggested that students conduct this activity before the associated lesson, Linear Programming, although either order is acceptable.

THE PATTERNS APPROACH
The Patterns Approach to science instruction emphasizes the use of mathematical and phenomenological patterns to predict the future and understand the past. Students construct science knowledge by making an initial “wild-guess”, asking questions, planning and conducting experiments, collecting data, finding a mathematical model that fits their data, explaining the phenomenon based on that model, then finally making a data-informed prediction. Harnessing their own experiences, students compare and contrast low-evidence predictions (wild guesses) to their data-informed prediction to live the experience and learn the value of evidence-based reasoning. Additionally, students engage in several engineering projects in each course, where they must use the Patterns they discover in their designs to optimize their solutions. The Patterns Approach utilizes technology, student-constructed knowledge, frequent opportunities for student talk, and language supports to ensure the engagement and success of every student. By emphasizing, rather than removing, the mathematical connections to science, the Patterns Approach supports student conceptual understanding by connecting real-world inquiry experiences, graphical representations, and mathematical representations of science phenomena.

This interactive Flash animation allows students to explore size estimation in one, two and three dimensions. Multiple levels of difficulty allow for progressive skill improvement. In the simplest level, users estimate the number of small line segments that can fit into a larger line segment. Intermediate and advanced levels offer feature games that explore area of rectangles and circles, and volume of spheres and cubes. Related lesson plans and student guides are available for middle school and high school classroom instruction. Editor's Note: When the linear dimensions of an object change by some factor, its area and volume change disproportionately: area in proportion to the square of the factor and volume in proportion to its cube. This concept is the subject of entrenched misconception among many adults. This game-like simulation allows kids to use spatial reasoning, rather than formulas, to construct geometric sense of area and volume. This is part of a larger collection developed by the Physics Education Technology project (PhET).

This collection of learning activities allows students to explore phenology, phenological changes over time, and how these changes fit into the larger context of climate change. Students explore patterns of solar radiation and seasons as well as phenological cycles and ecological affects of these patterns.

This site from the Exploratorium looks at the physics of skateboard tricks (ollieing, mid-air maneuvers, and pumping for speed) and the physics of the skateboards themselves (wheels, bearings, trucks).

These are short exercises that allow students practice with concepts in Structural Geology, Tectonics, or Geophysics. (Many of them were designed with Eric Horsman.) The basic idea is to give students opportunities for frequent practice with difficult concepts, many of which require spatial visualization skills. These activities nearly always fit on a half-sheet of paper, and include a visual and verbal component. Instructors may use them for formative assessment or as group activities in class.

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Students learn about two types of friction static and kinetic and the equation that governs them. They also measure the coefficient of static friction experimentally.

In this activity, students use an old fashion children's toy, a metal slinky, to mimic and understand the magnetic field generated in an MRI machine. The metal slinky mimics the magnetic field of a solenoid, which forms the basis for the magnet of the MRI machine. Students run current through the slinky and use computer and calculator software to explore the magnetic field created by the slinky.

Prior to reaching households, water is exposed to a variety of treatments designed to render it fit for human consumption and use. One of the first treatment steps is the removal of suspended solids using chemical additives called flocculants. In this activity, students learn about two commonly used flocculants and clean water collected from a local pond or river. They experiment with flocculant, stirring and pH variables.

Western Mining History presents a short history of how a warehouse fire ignited a dynamite explosion that destroyed several blocks in Butte, Montana in 1895. Western Mining History is an historical site that provides databases, information on mining, mining towns, gold and Photos and maps of the western United States. Consider becoming a member or making a donation to help further the work of the site.

Using real data from NASA's GRACE satellites, students will track water mass changes in the U.S., data that measures changes in ice, surface and especially groundwater. The background information includes an animated video about where water exists and how it moves around Earth, as well as short video clips to introduce the GRACE mission and explain how satellites collect data. Students will estimate water resources using heat-map data, create a line graph for a specific location, then assess trends and discuss implications.

This activity illustrates the importance of water resources and how changes in climate are closely linked to changes in water resources. The activity could fit into many parts of a science curriculum, for example a unit on water could be connected to climate change.

The Original Coloradans Social Studies Lesson 1 designed to be used with The Original Coloradans Artifact Kit. Lessons 1, 2 and 4 can be completed without the artifacts from the kit. These kits are available through Musuems of Western Colorado to D51 Teachers. This lesson can be adapted to use without the kit. This pre-activity is designed to help students activate prior knowledge before they explore the kit of genuine artifacts. This activity should open the dialogue in class about what archaeologists do, and how they ask questions to uncover a story. Ultimately students are building an understanding of how studying our past helps us to better prepare for our future, while cultivating respect for natural and cultural resources. Students examine how trash can be useful to learn about a culture by examining a teacher created "midden."

This is an exercise that is in development and has not yet been fully tested in the classroom. Please check back regularly for updates and changes.

An ongoing project for small class size comprised of non-science majors. Students use the VEPP website as a monitoring tool to document and interpret real-time volcanic deformation data at Pu'u 'O'o and determine whether an eruptive event is occurring. They also incorporate past events at Kilauea/Pu'u 'O'o as models.

Full length description:

This project should be started midway into the semester or quarter, continuing until the end of the semester (students must first have enough background in geology/volcanology before they can tackle this project successfully, so lectures on magmatic differentiation, types of volcanism- explosive vs effusive, and targeted activities need to precede the start of the project). Students need to know how to read the data on the VEPP website- if classroom wi-fi is available and most students have laptops, instruction on navigation and interpretation can take place in the classroom; if not, a computer lab may be required for at least one class session. However, a large part of familiarizing students with the website can also be accomplished lecture-style by the instructor logging on in a 'smart' classroom.

Students should be divided into three (or some suitable number of) groups: each group will be responsible for reporting weekly on a specific monitoring technique (tilt, seismic, GPS), retrieving and interpreting their information from VEPP/VALVE website. Additional information including updates, past information and geology may be obtained from the USGS Hawaiian Volcano Observatory website.

Students will report current deformation information each week in a "Monday morning meeting" format- each of the three groups will pass out a brief written summary on the data they are responsible for, and give an oral report with questions from the other two groups to follow each presentation. Team spokespersons will rotate every week. Each group will touch on potential sources of error associated with their particular monitoring technique, and attempt to differentiate between real information and what might be extraneous "noise". Groups should be given a short time to confer in class before they present, but prior outside group meetings will be essential to a successful weekly presentation.

At the end of the three group presentations, the instructor should moderate a general discussion by all in an attempt to have the groups integrate their data (i.e., does one data set support another? Is there disparity? What conclusions can be drawn from this particular week's information, and how does it seem to fit, both short-term and long-term?). Instructor may introduce other information sources, like live webcam photos and/or a discussion of past history, to offer support, or lack of support, for a specific interpretation of data being presented by a team or teams (HVO website is a great resource for this).

As the semester proceeds, each of the groups plot their data on a large graph situated in the front of the class. We'll use both graphical plots and location maps to pinpoint events if they occur. Lectures will incorporate other tools to hopefully enhance and lend credence to the interpretation process- use of geologic observations, gas emissions and other information, the main reference source being the HVO website. Past Kilauea/Pu'u 'O'o events will need to be examined for comparison purposes.

This exercise is meant to simulate some of the tasks that volcanologists undertake in the real world.

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The benefits of physical activity and exercise are universally recognized—and have been for far longer than one might think. Our Paleolithic ancestors regularly engaged in physical activity to survive. However, rather than chasing after a soccer ball to win a game or taking a leisurely stroll down a tree-lined path, they “worked out” by chasing after their next meal. For them, no exercise meant no food. How’s that for a health benefit?

Western Mining History describes the term "ghost town" and how they apply the description in their database. The site shows the importance of defining terms in a collection. Western Mining History is an historical site that provides databases, information on mining, mining towns, gold and Photos and maps of the western United States. This photo gallery provide an excellent collection of primary sources for historical analysis in the classroom. Consider becoming a member or making a donation to help further the work of the site.