Students learn about tsunami vertical evacuation structures (TVES) as a viable solution for communities with high ground too far away for rapid evacuation. Students then apply basic design principles for TVES and make their own scale model that they think would fit will in their target community. Activity has great scope for both technical and creative design as well as practical application of math skills. Examples are from the Pacific Northwest, USA's most tsunami-vulnerable communities away from high ground, but it could be adapted to any region with similar vulnerability.

(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.)

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

The Statistics team attempted to identify the most common topics that are covered in such an introductory course in statistics. Through a collaborative effort involving Statistics faculty, instructional designers, instructional technologists, and librarians across the UNC System, the course materials and resources have been collected, curated, and organized into modules. The modules may be used in part or in total as a basis for an Introduction to Statistics course. As you review the collection to find materials that could serve your needs, you may find that there are a number of student learning outcomes that your institution does not include in its Introduction to Statistics courses. We recognized that different institutions may emphasize different topics, so we wanted to offer resources that would align with the largest possible cross-section of those topics.

We also approached this project with the view that the resource collection should serve instructors with varied levels of online teaching experience and different needs. We aimed to provide a library of resources that could be used to create a full Introduction to Statistics course but have presented those resources in a way in which faculty could select any subset of the resources to serve their needs.

Authors: Erin M. Buchanan, Tabetha Hopke, Simon DonaldsonEducational use: Use these materials to teach an undergraduate statistics course with a primary social science focus.Abstract: Want to teach an undergraduate statistics course using open source materials? You have come to the right place! A complete set of how-to guides for JASP, learning objectives, and pre-made course materials for you to use in your class.Audience: Educators, Students who need extra how-to helpLevel: IntroductoryPrerequisites: None

Students learn basic data analysis tools and techniques in AP Statistics, but often don’t work with large sets of real-world data. This project gives students exposure to how data is analyzed in many of America’s top corporations, universities and banks. By using multiple input variables, students learn how to develop realistic prediction models for the demand for goods and services.

PowerPoint module leading students through creation and manipulation of spreadsheet to forward model an example of exponential decay -- the number of remaining unpopped kernels of popcorn in a bag of popping popcorn.

(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.)

Much has been said about significance testing – most of it negative. Methodologists constantly point out that researchers misinterpret p-values. Some say that it is at best a meaningless exercise and at worst an impediment to scientific discoveries. Consequently, I believe it is extremely important that students and researchers correctly interpret statistical tests. This visualization is meant as an aid for students when they are learning about statistical hypothesis testing. The visualization is based on a one-sample Z-test. You can vary the sample size, power, significance level and the effect size using the sliders to see how the sampling distributions change.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

In this activity, students focus on ecosystem services specifically related to the hydrologic cycle. Using rainfall-runoff data for a small watershed in Ohio, students are introduced to the technical vocabulary associated with watersheds, watershed hydrology, and water balance. Working with hydrologic data will enable the students to test their understanding of watershed hydrology and the water balance equation, which is a measure of how much water is stored within different parts of the watershed.

(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.)

In this activity, students examine the impact of land use on runoff. Using rainfall-runoff data for two small watersheds in Ohio, one dominated by agricultural land uses and the other dominated by urban land uses, students evaluate natural and human factors that impact watershed hydrology and water balance, and generate potential provisioning and regulating services provided by natural ecosystems within watersheds.

(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.)

In this unit, students will be introduced to different data types used in the geosciences and other disciplines to understand environmental problems. The instructor will discuss the difference between qualitative and quantitative. Then, students will be given data sets related to water in Phoenix, Arizona. Students will work in groups of two to five to categorize different data sets as qualitative or quantitative and to reflect on their emotive responses to different data. The session ends with a discussion about the potential uses of these various data sets in decision-making around water in Phoenix, and uses this to foster a discussion about the ways in which different data sources lend insight into complex system problems.

(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.)

This unit is designed to engage students by introducing them to patterns in recent climate and investigating possible reasons for recent changes. Students work in small groups to plot and analyze real-world temperature data covering a decade, and use that information to make predictions about future climatic trends. Whole-class discussions illustrate the differences between short- and long-term trends. Students also analyze graphs of solar irradiance to begin to determine reasons for the observed increase in temperature, setting the stage for Unit 2, which examines the role of the atmosphere in controlling Earth's surface temperature.

(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.)

Students will conduct a virtual exploration of Harrier Meadow, a saltmarsh in the New Jersey Meadowlands. They will identify its vulnerability to pollution, its tidal connection to the Hackensack Estuary and the Atlantic Ocean along with its proximity to New York City. Vegetation patterns within this wetland will be explored, focusing on a salinity tolerant native plant (Pickleweed) that is returning to the marsh. The return of such native species is critically important to wetland restoration efforts that aim to reclaim native habitat following decades of environmental degradation since the industrial revolution. These vegetation patterns are the focus of resistivity and electromagnetic surveys that the students explore in the subsequent units of this module. The geophysical surveys aim to better understand the underlying factors controlling the distribution of Pickleweed. By understanding where the Pickleweed is thriving, restoration efforts could subsequently be improved by locating regions of such wetlands with similar underlying factors where Pickleweed (and other native plants) could be successfully reintroduced. In the first unit of this module, students will use Google Earth (on the web), high-resolution video acquired from an Unmanned Aerial Vehicle (UAV) and an ArcGIS Storymap in their exploration. Primary outcome: students comprehend the association between salinity and Pickleweed and formulate plans to test a hypothesis for Pickleweed persistence/patterning in Harrier Meadow that will ultimately be implemented using near surface geophysical methods in the remaining units of the module.

(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.)

How does water move throughout the Earth system? How do scientists measure the amount of water that moves through these pathways? This unit provides an alternative way for students to learn the major components of Earth's water cycle, which includes actively thinking about how we measure the water system. In this unit, students annotate a schematic diagram to identify the major reservoirs and fluxes in the hydrosphere. They also work in teams of different "experts" to identify traditional and geodetic techniques that are used to measure components of the hydrosphere and the changes over time. Using their recently acquired knowledge about these techniques, they make inferences about which methods are best for measuring different components of the hydrosphere. Measurement methods include stream gauges, groundwater wells, snow pillows, vertical GPS changes, reflection GPS for snow depth, and GRACE satellite (Gravity Recovery and Climate Experiment).

Show more about Online Teaching suggestions
Hide
Online-adaptable: Main exercise is a jigsawactivity that could be done in an online course but student groups with online collaboration (probably synchronous) would need to be organized OR the exercise would need to be adapted away from group format.

(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.)

This unit uses scientific data to quantify the geologic hazard that earthquakes represent along transform plate boundaries. Students will document the characteristics of the Pacific/North American plate boundary in California, analyze information about historic earthquakes, calculate probabilities for earthquakes in the Los Angeles and San Francisco areas, and assess the regional earthquake probability map.

(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.)

This introductory unit is designed to provide stand-alone introduction to geophysical imaging of the shallow subsurface, motivate students to become invested in the topic, provide career context for these scientific subjects, and build enthusiasm for the following units. The shallow seismic refraction module (Measuring Depth to Bedrock using Seismic Refraction) is designed to fill the need to expose students to geophysical concepts and surrounding earth science principles so that students begin to know why geophysics is important to geoscience and how these concepts are related to future careers and day-to-day life.

(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.)

In this unit, students will identify mass extinctions as paleontologists have done and recognize and understand the "pull of the recent," that is, the human tendency to know more about events closer to the present. Students prepare by reading an article prior to class that describes mass extinctions. At the beginning of class, students place historical events along a physical model of the geologic timescale. Next, they examine a diagram showing changes in biodiversity across the last 542 million years and identify patterns in those data. Students and the instructor then finish class by discussing that although fossils (and rocks) are critical for explaining the present and predicting the future, their mechanisms of preservation biases our understanding of Earth's past.

(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.)

Unit 1 serves as an introduction to Earth's climate system components. After exploring climate data, students are introduced to the natural processes responsible for global climate and how specific variables are interpreted by scientists.

(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.)

This unit introduces students to Structure from Motion (SfM). SfM is a photogrammetric technique that uses overlapping images to construct a 3D model of the scene and has widespread research applications in geodesy, geomorphology, structural geology, and other subfields of geology. SfM can be collected from a hand-held camera or an airborne platform such as an aircraft, tethered balloon, kite, or UAS (unmanned aerial system). After an introduction to the basics of SfM, students will design and conduct their own survey of a geologic feature, followed by an optional (but highly encouraged) introductory exploration of SfM data after returning from the field.

Show more about Online Teaching suggestions
Hide
Online teaching: This unit was adapted to an online remote field teaching activity. Getting started with Structure from Motion (SfM) photogrammetry (remote field collection).

(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.)