A checklist used by teachers to observe and record elementary students’ analysis skills as they work on activities and projects.
A rubric in student language used by elementary students to self-assess their analysis skills.
This class analyzes complex biological processes from the molecular, cellular, extracellular, and organ levels of hierarchy. Emphasis is placed on the basic biochemical and biophysical principles that govern these processes. Examples of processes to be studied include chemotaxis, the fixation of nitrogen into organic biological molecules, growth factor and hormone mediated signaling cascades, and signaling cascades leading to cell death in response to DNA damage. In each case, the availability of a resource, or the presence of a stimulus, results in some biochemical pathways being turned on while others are turned off. The course examines the dynamic aspects of these processes and details how biochemical mechanistic themes impinge on molecular/cellular/tissue/organ-level functions. Chemical and quantitative views of the interplay of multiple pathways as biological networks are emphasized. Student work culminates in the preparation of a unique grant application in an area of biological networks.
This course focuses on computational and experimental analysis of biological systems across a hierarchy of scales, including genetic, molecular, cellular, and cell population levels. The two central themes of the course are modeling of complex dynamic systems and protein design and engineering. Topics include gene sequence analysis, molecular modeling, metabolic and gene regulation networks, signal transduction pathways and cell populations in tissues. Emphasis is placed on experimental methods, quantitative analysis, and computational modeling.
This lab activity is designed for science students in an introductory climatology course. Upon successful completion of the activity, students will have demonstrated an ability to:
Independently navigate and download climate data from online data libraries.
Work with different file types (NetCDF and CSV).
Write appropriate MATLAB code to read and manipulate climate data, and create plots (time series and maps) as instructed.
Extract meaningful information from large 3-dimensional datasets.
Understand and apply fundamental climatology concepts, such as:
Climate statistics (temporal and spatial mean and anomaly; trends; baselines)
Ice-albedo feedback resulting in disproportionate sensitivity to climate change in polar regions
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In this activity students examine groundwater flow path based on hydraulic head data/ potentiometric surface and spatial variation of groundwater chemistry. Students analyze the data using AquaChem and Phreeqc which is integrated with AquaChem
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Sidewalks provide a good analog for the study of fractures when outcrops are not available. This exercise is taught as the first lab of the semester in an undergraduate structural geology course. Students learn to make systematic observations, measure the orientation and location of fractures, manipulate and analyze data, and consider some kinematic and dynamic questions regarding the origin and significance of fractures. Their experiences are also used later in the course to reinforce key concepts of brittle deformation. Done as a group project, it emphasizes the importance of group work and encourages students to propose and defend their ideas.
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One video clip, with embedded graphs, can be used to help students understand the mathematical relationships that describe simple harmonic motion.
In this project, much of the learning responsibility is placed on the individual students within the project team, and also on the team acting as a cooperative unit. Students will be provided with some basic background and will have some avenues to investigate and present as a team (polar vs. nonpolar compounds and surface area, hydrophilicity vs. hydrophobicity, the history of mass spectroscopy, the advantages and disadvantages of longitudinal studies, the specialization of scientific fields, and the importance of collaboration between experts in different scientific fields.
Analytical chemistry spans nearly all areas of chemistry but involves the development of tools and methods to measure physical properties of substances and apply those techniques to the identification of their presence (qualitative analysis) and quantify the amount present (quantitative analysis) of species in a wide variety of settings.
Analytical chemistry is more than a collection of analytical methods and an understanding of equilibrium chemistry; it is an approach to solving chemical problems. Although equilibrium chemistry and analytical methods are important, their coverage should not come at the expense of other equally important topics. The introductory course in analytical chemistry is the ideal place in the undergraduate chemistry curriculum for exploring topics such as experimental design, sampling, calibration strategies, standardization, optimization, statistics, and the validation of experimental results. Analytical methods come and go, but best practices for designing and validating analytical methods are universal. Because chemistry is an experimental science it is essential that all chemistry students understand the importance of making good measurements.
As currently taught in the United States, introductory courses in analytical chemistryemphasize quantitative (and sometimes qualitative) methods of analysis along with a heavydose of equilibrium chemistry. Analytical chemistry, however, is much more than a collection ofanalytical methods and an understanding of equilibrium chemistry; it is an approach to solvingchemical problems. Although equilibrium chemistry and analytical methods are important, theircoverage should not come at the expense of other equally important topics.
The introductory course in analytical chemistry is the ideal place in the undergraduate chemistry curriculum forexploring topics such as experimental design, sampling, calibration strategies, standardization,optimization, statistics, and the validation of experimental results. Analytical methods comeand go, but best practices for designing and validating analytical methods are universal. Becausechemistry is an experimental science it is essential that all chemistry students understand theimportance of making good measurements.
My goal in preparing this textbook is to find a more appropriate balance between theoryand practice, between “classical” and “modern” analytical methods, between analyzing samplesand collecting samples and preparing them for analysis, and between analytical methods anddata analysis. There is more material here than anyone can cover in one semester; it is myhope that the diversity of topics will meet the needs of different instructors, while, perhaps,suggesting some new topics to cover.
Long Description:
Located at https://courses.lumenlearning.com/labmethods/
Word Count: 9849
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Long Description:
Located at https://courses.lumenlearning.com/labmethods/
Word Count: 13827
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This is a laboratory course supplemented by lectures that focus on selected analytical facilities that are commonly used to determine the mineralogy, elemental abundance and isotopic ratios of Sr and Pb in rocks, soils, sediments and water.
Traditionally, spectral images are two dimensional, and related to text. This kinesthetic activity has groups of students position themselves along a printed spectrum to make spectral patterns and model various elements. Includes photos, teachers notes and instructions, related resources (e.g., color pdf of a visible light spectra image that can be projected onto a white board or wall to do the activity), and alternative suggestions.
This activity is an indoor lab where students will make predictions of what a force vs time and acceleration vs time graph will look like for a ride in an elevator going down and up. Students will collect data remotely using a Force Plate and accelerometer and then download the data to the computer for further analysis.
Students compare real-time Earth and Mars measurements for temperature, wind speed, humidity and atmospheric pressure by accessing Internet-data resources from NASA.
Reflection questions are offered at two levels:
1. District and school level, for system-wide reflection, appropriate for district
administrators, building principals, department chairs, content lea ders, coaches
2. Teacher level, appropriate for individual teachers in considering their
data/information
In this activity, students examine a photograph of the night sky and answer questions about their observations. The picture, taken by a high school student in upstate New York, offers insight into the Earth's rotation, apparent star motion, the location of Polaris (the North Star), circumpolar constellations, and pointer stars.