The resources in this Module offer helpful tips on setting up the physical aspects of your classroom and will introduce types of equipment used by students with visual disabilities (est. completion time: 1 hour).

The class is divided into small groups of three or four students. Each group is given a globe approximately 1 foot in diameter and asked to formulate a hypothesis for the structure and/or composition of the interior of the globe without looking inside it. Students are provided with several tools with which to analyze the globe, including acoustic sensors (their ears), magnets, paperclips (susceptible to magnetism), strip thermometers, small light bulbs with 9 volt batteries and wires.

Each globe has been designed by the instructor to highlight one or more aspects of geophysics. In the Acoustic Globe, various objects are added to the globe that will generate vibrations when the globe is shaken. These may include pennies, nuts, bolts, glass marbles, or ball bearings. The vibrations generated are analogous to seismic waves generated by a sledge hammer, a shot gun blast, or an earthquake. The seismic waves are recorded at the land surface by a seismometer, or in this case the students' ear drums, and an interpretation is generated. Advanced globes can contain cardboard dividers with small holes that allow the passage of all or some of the internal objects. Students can then interpret the internal structure of the globe.

In the Magnetic Globe, magnets or strips of iron are taped to the inside surface of the globe. The students will use magnets and paperclips to identify changes in the magnetic field of the globe caused by the heterogeneous composition of the surface of the globe, which is analogous to a magnetic survey. This globe could be combined with the Acoustic Globe if some of the objects inside the globe contain iron and some do not.

To create a Thermal Globe, the instructor can fix a gel cool pack to the inside wall of the globe and place the globe in a freezer until an hour before class. Students will used the strip thermometer to map regions of different temperature along the surface of the globe which may be used to infer convective processes occurring within the globe. This globe could easily be combined with either of the previous globes.

Finally, a Conductive Globe is designed by stringing the interior of the globe with wires of different compositions (copper, soldering wire, aluminum foil). The ends of each wire are connected iron nails which extend through the globe and are exposed on the globe surface. When the student completes the circuit using the wire, the 9 volt battery and the small light bulb, the light bulb will turn on. The intensity of the light will be different for each different type of conducting material. Through experimentation, the students can determine regions of homogeneous composition on the surface of the globe similar to an electrical conductivity or resistivity survey.

At the end of the exercise, each team will give an oral presentation to the class that describes their globe. Students should describe:
the methods used to investigate the globe,
the findings of their investigation; and
their interpretation of the interior of the globe.
Students should also discuss one way the same methodology could be used to explore the interior of the Earth.
This activity has minimal/no quantitative component.

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In this video, we explore some concepts fundamental to algebra. To streamline the discussion of relationships between physical quantities, we introduce variables, functions, composition, and inverse. By thinking about the concept of an inverse function, we obtain our first glimpse of the imaginary root (i.e. square-root of -1) and the complex plane.

This presentation focus’ on the health benefits of being physically active and describes how physical training affects energy balance and metabolic health. Furthermore we’ll discuss the potential of physical training in prevention and treatment of obesity and diabetes and finally we’ll demonstrate methods that can be used to evaluate physical fitness, body fat distribution and insulin sensitivity.

Course responsible: Associate Professor Signe Sørensen Torekov, MD Nicolai Wewer Albrechtsen & Professor Jens Juul Holst

This project is modeled after scientific meetings where scientists exchange information via poster presentations. The challenge is to present varied and interesting data accurately, concisely, and attractively in a limited format. For the project, each student prepares a poster showing an analysis of geological data using a spreadsheet. Topics must be approved by the instructor. Students find a data set online, graph some aspect of the data, and summarize the results on a standard poster board (56 x 71 cm or 22 x 28 in). No oral presentation is involved. Posters are graded on their geological content, use of a spreadsheet, use of graphics, and organization.
Every poster must incorporate the following elements: an informative title; a table with at least 50 data points, formatted and printed using Microsoft Excel; a graph of the data, created using Microsoft Excel; a 1-page summary of the overall project; at least one picture; at least one map; and three or more references.
There are intermediate deadlines during the semester for parts of the poster: the topic and data source; the table and graph; the summary; and the references cited. The poster itself is due at the scheduled final exam time, a three-hour period used as the Poster Review Session where students display their posters for the rest of the class to read.
During the Poster Review Session, students read five posters of their choice and answer a series of questions about each one, including a subjective evaluation of Excellent, Good, Fair, or Poor. Reviews affect the grade of the student filling them out but do not affect the grades assigned to the posters themselves; all posters are graded by the instructor.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The two lesson plans were created by myself (Michael Krahn) and partner, Gabe Milosovic. 

Even when we model the dynamics of the abundances of molecules inside biological systems using calculus, it is important to remember that underlying behavior can be apparently random ("stochastic"). Even a deterministic system containing components moving in periodic ways can, at early times, support dynamics that appear disordered. The behavior of systems containing complicated collections of interacting parts can be difficult to predict with accuracy (chaos). Finally, systems can display stochasticity because the outcomes of measurements on quantum systems are indeterminate in a fundamental way. Random processes are modeled using Markov models.

This is a unit of study whose competency is to intergrate the use of a computer laboratory into ongoing teacher activities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom so as to not disrupt the other instructional activities in the class.
The objective is to identify and understand different ways to organize ICT in the school, laboratory/Classroom.

In this interview with Dr. Robert Ross we discuss what a successful obesity management is and what a clinical meaningful weight loss is? Furthermore we discuss recommendations regarding physical activity for health in the general population and which strategies we should take to have people sustain physical activity in the long run.

Course responsible: Associate Professor Signe Sørensen Torekov, MD Nicolai Wewer Albrechtsen & Professor Jens Juul Holst

This pressbook is a lab manual for an introductory course on physical geology.