This is a problem-based learning activity that guides students through a process whereby the class as a whole investigates various stakeholder perspectives on the global climate change controversy. Individual students then reflect on their own perspectives in light of what they have learned.

Students will look at data showing how the “millennial” generation differs from other generations. They will analyze and evaluate social changes evident in the data. Then they will work with a partner to compose a newsletter.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"In the absence of oxygen, some prokaryotes can degrade organic matter via anaerobic digestion. This occurs in natural settings, like wetlands, and industrial ones, like wastewater treatment or biogas production. But what about viruses? Bacteriophages can impact their hosts’ community structure through selective pressure and have been used to influence microbial communities, such as through pathogen control. A recent study examined the virome of anaerobic digestion communities undergoing prophage- inducing environmental stresses. The virome was almost entirely composed of tailed bacteriophages of the order Caudovirales. Metagenome reconstruction revealed 1,092 viral genomes and 120 prokaryotic genomes, and over half of the prokaryotic genomes contained a provirus in their genomic sequence. In general, species of viruses and prokaryotes could be grouped by having similar reactions to stressors. Archaea had the most pronounced reactions to stressors and featured behaviors unique to those species..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

An exercise to analyze trends in global oil reserves, production, and consumption.

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Word Count: 15331

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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.

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.

This is Experiment #3 in the Analytical Chemistry Lab sequence at MSU Denver. In this experiment students will extract bismuth from pepto bismol and then quantify it using two techniques: gravimetry and flame atomic absorption spectroscopy.

This is Experiment #5 in the Analytical Chemistry Lab sequence at MSU Denver. In this experiment, students will use two methods to determine the concentration of two food dyes in a sports beverage.Spectrophotometric analysis with linear least squares regressionHigh Performance Liquid Chromatography (HPLC) analysisStudents will learn quantitative methods with spectroscopy and learn to interpret a chromatogram to create a calibration model. Then students will compare and contrast the methods and report their results in a technical write-up.

The focus of this lesson is to provide reading material and strategies for idea development for an analytical essay. The reading will be based on the article “The ‘Pictures Generation” and students will be also asked to select a selfie image of themselves or of another person. The class discussion will foster a community of idea sharing which will translate well as supporting points in response to the writing prompt which will be given to students.

This lesson will focus on understanding poignant ideas from Chimamanda Ngozi Adichie’s significant lecture “The Danger of a Single Story” and applying them to the poem “How to Be a Real Indian” by Kenzie Allen. Class discussion will serve as a laboratory for idea sharing which will be needed for ideas for the class’s next analytical essay.

This collective of videos provides quick prompts for literature responses to springboard students into analytical thinking so they can avoid merely summarizing the material. This approach involves breaking down aspects of the readings through the points of civics, science, and culture to better understand how each piece of literature might affect readers and the world around them. Videos were included in courses on Literary Heritage and British Literature.

Long Description:
Located at https://courses.lumenlearning.com/labmethods/

Word Count: 9849

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Long Description:
Located at https://courses.lumenlearning.com/labmethods/

Word Count: 13827

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This subject is designed to inform students on the analytical foundations of inviscid subsonic aerodynamics. A primary goal of this subject is to equip students with the scientific rigor, applied mathematical complexity, and physical understanding that form the foundation of classical subsonic aerodynamics. Perturbation methods that both simplify mathematical complexity and expand physical understanding of critical phenomenon in fluid flow provides a framework for the subject. The subject offers lectures in classical subsonic aerodynamics at the graduate level on inviscid, subsonic, steady flow over slender aerodynamic bodies. Topics will be selected from: fundamentals of fluid mechanics [review]; singular-perturbation methods [introduction, JIT]; similitude; subsonic flows with axial symmetry; linearized subsonic flow; slender body theory; similarity rules for subsonic flows; two-dimensional flow past a wave-shaped wall; thin wing theory; Kaplan’s higher approximations.

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.

WR122 continues the focus of WR 121 on academic writing as a means of inquiry with added emphasis on persuasion and argument supported by external research; it also uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate original positions. The course emphasizes development of writing and critical thinking through logical reasoning, rhetorical control, independent research, and information literacy.

Comparative planetary geology requires understanding how geological processes are affected by changes in physical environment-each planet and moon provides an opportunity to refine our understanding of how physical geological processes operate. Volcanism is a great example of a major geological process highly susceptible to such variations. Students performing this exercise will constrain how "Amboy Crater" would look if the same eruption happened on the Moon and Mars. Part 1 of the exercise asks small groups to assess either the yield strength of the Amboy flows or the time required for the flow to travel a given distance. After discussion of the results, Part 2 asks students to characterize the dimensions of the same flow, if emplaced on Mars or the Moon (changing only gravitational acceleration), and the time required for it to form; they are asked to predict the outcome in advance. Part 3 uses "Erupt" freeware by Ken Wohletz to explore how gravity changes will affect cinder cone geometry; the model is tested first to see if it correctly predicts an Amboy-like geometry, and afterwards students are asked to brainstorm what other factors should also be modified to improve the accuracy of the simulation, and how these changes would be expected to affect the geomorphological outcome. Finally, Part 4 asks students to use simple ballistic equations, implemented via an online Applet (Stromboli), to constrain the launch angle and starting velocity for the eruption that formed Amboy Crater (modifications are supposedly underway to permit this applet to run with different values of gravitational acceleration and air resistance).

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