This group activity engages students in the calculation of absorption spectra. It is appropriate for any course covering the baseline mathematical concepts of atomic spectra, including chemistry, physics, astronomy, and related courses.
This activity by Lauren Roberts guides students through the process of finding, vetting, summarizing, and citing a scientific article. Professor Roberts is from South Mountain Community College in Arizona's Maricopa Community College District.
Students will draw out a multi-step process and add captions based on OpenStax Biology - Chapter 5 - Structure and Function of Plasma Membranes section 5.4 (bulk transport). This activity is authored by Sara Milillo, Director of Math and Science, Bay Path University.
This activity features calculations and rankings as well as student evaluations of their understanding. Instructions are provided on the document, which is ready for distribution to students. It was developed by Celestina A. Pangan and Madhu Gyawali.
This brief instructor-facilitated activity asks students to observe a simple demonstration, record their observations, and apply their knowledge to other conditions. It was written by Johnathan Hugh Broome from University of Southern Mississippi.
This Instructor’s Guide contains the brief outlines of Chapters 12-21 as found in Concepts of Biology, though some underwent revision. Also, instructors will find detailed outlines of the text for use in lecturing, as well as structured outlines that may be used by students to take notes while reading the chapter or during lecture. All outlines are derived from the OpenStax text. Additionally, study guides that contain a variety of questions are provided for students.
This activity is designed to help students understand the representation of Maslow's Hierarchy of Needs in everyday communications. Students will first read about the concept, then explore a familiar environment -- Twitter -- for expressions of it. (The activity can be adapted quickly for use with other social media applications and communication sites.) This activity was created by Dr. Sally B. Seraphin, University of Tennessee-Knoxville.
Microbiology Concept Connections are resources designed to help students learn and connect themes within Microbiology. The material includes downloadable instructions, worksheets, and cards to use in class or during independent study. These were created by Tim Beagley, Salt Lake Community College; Maia Larios, University of St. Thomas-Houston; Adronisha Frazier, Northshore Technical Community College; Ruhul Kuddus, Utah Valley University; and Ross Reedstrom, OpenStax, Rice University.
This individual or group activity involves reading about the human microbiome, followed by explorations at University of Utah's Genetic Science Learning Center website. It was developed by Ryan Chabarria, Lone Star College- Kingwood; Jennifer Kneafsey, Tulsa Community College; Catherine Parmiter, Estrella Mountain Community College; Natalie Russell, Tarrant County College; and
Andrew Tag, Texas A&M University.
These lecture slides contain images as well as some conceptual explanations and lecture outlines.
These lecture slides contain open with a scenario, and chapter images, lecture outlines, and brief conceptual overviews. The slides were based on the OpenStax image slides and were developed by Asha Rao, Matthew Aderholt, and Veronica Amaku.
Students can use the following vocabulary word “cards” to make and justify connections between important terms related to OpenStax Biology - Chapter 5 - Structure and Function of Plasma Membranes. This activity authored by Sara Milillo, Director of Math and Science, Bay Path University.
This interactive and collaborative activity asks students to first react to price changes and then analyze the results. Instructors can upload the materials to their own Google drives and run the experiment repeatedly to generate new data and demonstrate trends. This resource was developed by Birjees Ashraf, Sophie Haci, Renee Edwards, and Charles Hackner.
This resource can serve as a teaching module, student self-study material, or evaluation of understanding. It explains and evaluates the concepts and calculations regarding simple and compound interest. It was developed by Martha Donnelly of Lone Star College.
These concept connection cards can be used in small groups or for self study. They help students build an understanding of three core topics in astronomy -- the HR diagram, light, and fusion. The file includes instructions for usage, as well as cards in multiple formats. They were created by Kaisa Young from Nicholls State University.
This interactive and collaborative activity asks students to estimate the demand of a product (pizza) based on different prices. Instructors can upload the materials to their own Google drives and run the experiment repeatedly to generate new data and demonstrate trends. This resource was developed by Birjees Ashraf, Sophie Haci, Renee Edwards, and Charles Hackner.