How is psychology influenced by the digitalization of almost everything? What can frequent digital measurements and novel statistical techniques mean for 21st century psychology?

In this tutorial students conduct both an N=1 time-series case study and experiment, measuring some aspects of their daily life, such as mood, food intake, social activities, exercise, attention, alertness, sleep, or anything else they like. The experiment will result in (1) a linear graph depicting the effect of the chosen intervention through time and (2) a network depicting relationships between the chosen variables through time.

With this personal case study and experiment students get some insights into the new possibilities of frequently repeated measurements for studying (individual) human behavior.

In this activity, students will analyze raw data obtained from an experiment that explores the effect of overexpressing the Ssk protein in order to strengthen the intestinal barrier and prevent bacteria from leaking out of the gut and into the hemolymph, which is the fruit fly equivalent to blood in the circulatory system. Using Excel, students will fit an exponential function to the few known data points and will then interpolate the missing data points and extrapolate a few future data points. They will also learn how they can fit a linear model by transforming the data (applying the logarithmic function) and use that model to estimate the missing data points. This activity involves both statistical analysis and mathematical modeling as well as displaying the usefulness of mathematical models for biological data analysis.

Why are Cells Small? was developed as part of an effort by the Quantitative Biology at Community Colleges group to provide materials that incorporate mathematical concepts into biology courses. The activity was designed for a non-majors biology course, and maps to Chapter 4 of the OpenStax Biology 2e textbook. This activity could also be used in a mathematics course as a biologically relevant example.

After completing this module students should be able to:

- Explain the relationship of surface area to volume
- Describe the importance of a large surface area to volume ratio in the context of a living cell
- Calculate surface area of cubes and spheres
- Calculate volume of cubes and spheres
- Express two values as a ratio
- Enter data into a table
- Interpret Tables
- Create a graph
- Describe the axis labels on graphs
- Interpret graphs
This material is based upon work supported by the National Science Foundation under Grant No. 1919613. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This lesson plan has a guide to working in groups and with peers in a positive manner. This also has background of the importance of knowing and understanding a stories outcome and mentions how to make a bar and picture graph. One the second day, for evaluation students will be in groups making a short story and creating a graph in their story. Brain break activities are also included to encourage physical movement. 

Many of today's popular sports are based around the use of balls, yet none of the balls are completely alike. In fact, they are all designed with specific characteristics in mind and are quite varied. Students investigate different balls' abilities to bounce and represent the data they collect graphically.

SYNOPSIS: In this lesson, students choose temperature data to graph in order to explore the relationship between maximum and minimum New Jersey temperatures over time.

SCIENTIST NOTES: This lesson encourages students to create a visual representation of an available climate dataset. A class discussion walks students through the data and how to navigate through the available information. Students are provided instructions on how to create a graph and are allowed to choose which data they will visually represent. The Student Document introduces and invites students to conduct data analysis on their chosen dataset and encourages critical thinking skills. A short video and discussion questions help students relate current information back to their chosen datasets. This is an interactive lesson that incorporates data analysis with the current issue of climate change.

POSITIVES:
-This lesson can be used in any math class.
-Students are given voice and choice in this lesson.
-Students learn to apply real-world data from a table into a comparable graph.
-Students explore the connection between data, graphs, and current effects.

ADDITIONAL PREREQUISITES:
-Students should have a basic understanding of average and how it is calculated.
-Students should have a basic understanding of reading data tables.
-Students should have a basic understanding of graphing and coordinate points expressed as (x, y).
-Students should have a basic understanding of the relationship between the x- and y-axes.

DIFFERENTIATION:
-Students’ communication and vocabulary can be simple or content-specific with math terminology.
-Students can use their graph to make an infographic about temperature and climate change. Students can then present their infographic in class, in a school club, or in the community to raise awareness.
-Students can find the line of best fit, find the equation of that line in y = mx + b form, and explain what that line shows about the relationship between average temperatures and time.
-Students can use the same data and make different graphs (e.g., bar graph, pie chart, etc.). Students can explain how each graph emphasizes different parts of the same data and explain which graph is best in conveying a specific conclusion.

Students build and use a very basic Coulter electric sensing zone particle counter to count an unknown number of particles in a sample of "paint" to determine if enough particles per ml of "paint" exist to meet a quality standard. In a lab experiment, student teams each build an apparatus and circuit, set up data acquisition equipment, make a salt-soap solution, test liquid flow in the apparatus, take data, and make graphs to count particles.

This lesson on snails integrates Science, Language Arts, Technology and Math. Teacher will share a fictitious snail story with students. Students will complete a K-W-L chart on snails with the help of the internet. As a related activity, students will take a poll on snail preferences and graph it.

This learning sequence is anchored in the phenomena: Salmon populations in the Pacific Northwest are declining.

Part of the job of Washington Department of Fish and Wildlife (WDFW) is to figure out why salmon populations are declining and create plans for how to help increase fish populations. Throughout this unit, students will engage with the phenomenon of Pacific salmon population decline as they explore salmonid species and discover how WDFW raises healthy fish in hatcheries.

Students will explore salmonid life cycles and discover patterns among life cycles of plants and animals who interact with salmon. Students will then learn what makes healthy habitats for salmon. They will evaluate solutions to the problems of salmon migration above and below dams and examine salmons’ role in a healthy river system. Students will embark on a virtual field trip (in person field trips also available) to a WDFW fish hatchery to learn about current practices in hatchery management and identify ways the hatchery meets the habitat needs of fish. Finally, students will be called to work as an engineering team and help develop a tool to support salmon recovery by working as conservation engineers.

Students apply pre-requisite statistics knowledge and concepts learned in an associated lesson to a real-world state-of-the-art research problem that asks them to quantitatively analyze the effectiveness of different cracked steel repair methods. As if they are civil engineers, students statistically analyze and compare 12 sets of experimental data from seven research centers around the world using measurements of central tendency, five-number summaries, box-and-whisker plots and bar graphs. The data consists of the results from carbon-fiber-reinforced polymer patched and unpatched cracked steel specimens tested under the same stress conditions. Based on their findings, students determine the most effective cracked steel repair method, create a report, and present their results, conclusions and recommended methods to the class as if they were presenting to the mayor and city council. This activity and its associated lesson are suitable for use during the last six weeks of the AP Statistics course; see the topics and timing note for details.

This learning video presents an introduction to graph theory through two fun, puzzle-like problems: ''The Seven Bridges of Konigsberg'' and ''The Chinese Postman Problem''. Any high school student in a college-preparatory math class should be able to participate in this lesson. Materials needed include: pen and paper for the students; if possible, printed-out copies of the graphs and image that are used in the module; and a blackboard or equivalent. During this video lesson, students will learn graph theory by finding a route through a city/town/village without crossing the same path twice. They will also learn to determine the length of the shortest route that covers all the roads in a city/town/village. To achieve these two learning objectives, they will use nodes and arcs to create a graph and represent a real problem.

In this activity, students explore how trebuchets were used during the Middle Ages to launch projectiles over or through castle walls as well as how they are used today in events such as Punkin’ Chunkin’. Students work as teams of engineers and research how to design and build their own trebuchets from scratch while following a select number of constraints. They test their trebuchets, evaluate their results through several quantitative analyses, and present their results and design process to the class.

These Trigonometry lecture videos coterminal angles, trig functions, quadrantal angles, special acute angles, co-functions, finding theta, reference angles, trig functions, radian measure, arc length, area of a sector, graphing sine and cosine using t-table, amplitude and frequency, phase shift for sine and consine, vertical shift, tangent curve, cotangent transformations, evaluating trig identities, trig expressions, sum and difference for cosine, double and half angle identities, inverse, principal values, solving difficult trig equations, law of cosines, area of a triangle, and vectors and bearing.

CK-12 Foundation's Trigonometry FlexBook is an introduction to trigonometry for the high school student. Topics include: Trigonometric Identities & Equations, Circular Functions, and Polar Equations & Complex Numbers.

CK-12's Texas Instruments Trigonometry Student Edition Flexbook is a helpful companion to a trigonometry course, providing students with more ways to understand basic trigonometric concepts through supplementary exercises and explanations.

CK-12's Texas Instruments Trigonometry Teacher's Edition Flexbook is a helpful companion to a trigonometry course, providing students with more ways to understand basic trigonometric concepts through supplementary exercises and explanations.

CK-12 Trigonometry Teacher's Edition provides tips and common errors for teaching CK-12 Trigonometry Student Edition. The solution and assessment guides are available upon request.

OLO: Students will be able to explain how changing the y-intercept and slope  will change the appearance of the line.This lesson is to help students develop the relationship between slope(m) and y-intercept(b) by using an interactive coordinate plane to explore. This is a 2 part lesson with some teacher clarification in between the 2 parts. The teacher component in between the 2 parts is to make sure the students fully understand the relationships developed in part 1 before applying it to part 2.If you have a Face to Face class and just want a print out/editable version for Google Classroom Click Here 

Students will apply equations to an animated coordinate plane to compare how changing the slope and the y-intercept effects the line.

Students build on their existing air quality knowledge and a description of a data set to each develop a hypothesis around how and why air pollutants vary on a daily and seasonal basis. Then they are guided by a worksheet through an Excel-based analysis of the data. This includes entering formulas to calculate statistics and creating plots of the data. As students complete each phase of the analysis, reflection questions guide their understanding of what new information the analysis reveals. At activity end, students evaluate their original hypotheses and “put all of the pieces together.” The activity includes one carbon dioxide worksheet/data set and one ozone worksheet/data set; providing students and/or instructors with a content option. The activity also serves as a good standalone introduction to using Excel.