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/

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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 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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Analytic epidemiological studies aim to investigate and identify factors associated with the presence of disease within populations, through the investigation of factors which may vary between individual members of these populations. Details on study designs appropriate for these investigations are given elsewhere. Conceptually, this involves investigating the disease experience amongst different 'groups' of animals within an overall population, distinguished according to the factor(s) of interest. These factors can be classified as one of the components of the 'epidemiological triad' of Host, Agent and Environment, many of which are closely interrelated with each other.

This course presents real-world examples in which quantitative methods provide a significant competitive edge that has led to a first order impact on some of today’s most important companies. We outline the competitive landscape and present the key quantitative methods that created the edge (data-mining, dynamic optimization, simulation), and discuss their impact.

This course covers the key quantitative methods of finance: financial econometrics and statistical inference for financial applications; dynamic optimization; Monte Carlo simulation; stochastic (Itô) calculus. These techniques, along with their computer implementation, are covered in depth. Application areas include portfolio management, risk management, derivatives, and proprietary trading.

This lesson focuses on the vocabulary and skills students need to define, identify, discuss and apply a variety of informative writing techniques. The texts in this lesson are infographics related to marginalized people. Students are asked to apply the techniques they learn to an informative text of their own. 

Students create graphs comparing the stock market crashes and recoveries from 1929 and 2008. Students analyze the graphs to make conclusions about the risks and benefits of stock investment. Students use the decision making dimensions and their analysis of the data to decide on an investment strategy for the future. This lesson plan was created by a participant of the 2020-21 Decision Education Fellowship, hosted by the Alliance for Decision Education.

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 resource was created by Ted. Peck, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

The purpose of this interactive lesson is for students to analyze the evidence in support of a claim in an argument, and to evaluate whether the argument is supported. Adult students preparing for the GED extended response and who place at least at a Grade 8 reading / writing level will find this tool useful. This lesson can also be a stand alone primer for those wanting to evaluate / present better arguments at work and in life. This lesson is designed for a face-to-face, instructor-led classroom setting.

This lesson guides students through analysis of non-print media as a vehicle for argument.
Added to this are Pulitzer Prize Winning Photographs for them to pick from. It is important to note that the photos contain graphic images.

This lesson guides students through analysis of non-print media as a vehicle for argument.
Added to this are Pulitzer Prize Winning Photographs for them to pick from.