Provenance: Zebra Canyon, Utah. Photo by Diane Greer; used with permission. Reuse: …
Provenance: Zebra Canyon, Utah. Photo by Diane Greer; used with permission. Reuse: If you wish to use this item outside this site in ways that exceed fair use (see http://fairuse.stanford.edu/) you must seek permission from its creator. Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding. Students are shown this diagram and instructed to click in the box where they expect to find the same layer as the one labeled with a dot. Click on the image to see a larger version.
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Leadership Development Events are the contests within FFA that capitalize on students’ …
Leadership Development Events are the contests within FFA that capitalize on students’ experiences and skills in speaking events. This activity introduces students to a handful of the many events that they can participate in within their FFA districts, state and national levels.
A topical approach to lifespan development. Chapters include the study of development, …
A topical approach to lifespan development. Chapters include the study of development, psychological approaches, research methods, prenatal development, physical development in childhood & adolescence, cognitive development in childhood & adolescence, psychosocial development in childhood & adolescence, physical & cognitive development in adulthood, psychosocial development in adulthood, and death & dying.
This activity is a field investigation where students gather and observe macroinvertebrates …
This activity is a field investigation where students gather and observe macroinvertebrates in a pond system. From their initial observations, students will formulate a question and test procedures.
Addressing issues with the reproducibility of results is critical for scientific progress, …
Addressing issues with the reproducibility of results is critical for scientific progress, but conflicting ideas about the sources of and solutions to irreproducibility are a barrier to change. Prior work has attempted to address this problem by creating analytical definitions of reproducibility. We take a novel empirical, mixed methods approach to understanding variation in reproducibility conversations, which yields a map of the discursive dimensions of these conversations. This analysis demonstrates that concerns about the incentive structure of science, the transparency of methods and data, and the need to reform academic publishing form the core of reproducibility discussions. We also identify three clusters of discussion that are distinct from the main group: one focused on reagents, another on statistical methods, and a final cluster focused the heterogeneity of the natural world. Although there are discursive differences between scientific and popular articles, there are no strong differences in how scientists and journalists write about the reproducibility crisis. Our findings show that conversations about reproducibility have a clear underlying structure, despite the broad scope and scale of the crisis. Our map demonstrates the value of using qualitative methods to identify the bounds and features of reproducibility discourse, and identifies distinct vocabularies and constituencies that reformers should engage with to promote change.
Edited by Sarah Hare, Jessica Kirschner, and Michelle Reed Short Description: This …
Edited by Sarah Hare, Jessica Kirschner, and Michelle Reed
Short Description: This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.
Word Count: 81533
ISBN: 978-1-64816-983-0
(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.)
Using the LEGO MINDSTORMS(TM) NXT kit, students construct experiments to measure the …
Using the LEGO MINDSTORMS(TM) NXT kit, students construct experiments to measure the time it takes a free falling body to travel a specified distance. Students use the touch sensor, rotational sensor, and the NXT brick to measure the time of flight for the falling object at different release heights. After the object is released from its holder and travels a specified distance, a touch sensor is triggered and time of object's descent from release to impact at touch sensor is recorded and displayed on the screen of the NXT. Students calculate the average velocity of the falling object from each point of release, and construct a graph of average velocity versus time. They also create a best fit line for the graph using spreadsheet software. Students use the slope of the best fit line to determine their experimental g value and compare this to the standard value of g.
This essay introduces a new analytical category of scientific actors: the methodologists. …
This essay introduces a new analytical category of scientific actors: the methodologists. These actors are distinguished by their tendency to continue to probing scientific objects that their peers consider to be settled. The methodologists are a useful category of actors for science and technology studies (STS) scholars to follow because they reveal contingencies and uncertainties in taken-for-granted science. Identifying methodologists is useful for STS analysts seeking a way into science in moments when it is no longer “in the making” or there is little active controversy. Studying methodologists is also useful for scholars seeking to understand the genesis of scientific controversies, particularly controversies about long-established methods, facts, or premises.
In this assessment task from ClimeTime educators, students model thermal energy transfer …
In this assessment task from ClimeTime educators, students model thermal energy transfer between a hot liquid and a cooler solid, exploring how this might also occur in everyday phenomena. Resource includes a student task document, teacher guide, and task facilitation slides.
This web app is a complete critical edition of MND, which can …
This web app is a complete critical edition of MND, which can be viewed as plain text or in a mode with glosses appropriate to students just getting familiar with the play. It has a second mode for more advanced students with textual notes and explorations of mythology and classical allusions. A final mode for performers/experiential learners displays the text showing typographical indications of scansion and rhetoric. The app also includes an interactive mode for memorization drills. The text from all modes is fully printable.
The text is accompanied by a full set of features, including: a full cast list and doubling chart, a textual history, a performance history, an essay on performance challenges and opportunities, a guide to practical scansion principles, a resources guide connecting readers to facsimiles and study aides, and a special section covering all the music and dance cues in the show with suggestions and examples.
This activity uses a physical model to facilitate students' understanding of elastic …
This activity uses a physical model to facilitate students' understanding of elastic deformation of rocks and the episodic nature of motion on a fault, which leads to earthquakes and aftershocks.
In this activity, candy models are used to demonstrate the features of …
In this activity, candy models are used to demonstrate the features of the Earth, including its internal structure and layers. Students learn why models are essential in Earth science and answer questions about how their candy models do and do not compare with the actual Earth.
The Oregon Science Project Module #1 is designed for K-12 and nonformal …
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS.
The Oregon Science Project Module #1 is designed for K-12 and nonformal …
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS.
The Oregon Science Project Module #1 is designed for K-12 and nonformal …
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
The Oregon Science Project Module #1 is designed for K-12 and nonformal …
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
The Oregon Science Project Module #1 is designed for K-12 and nonformal …
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
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