This is an activity where students watch what happens to marshmallows under pressure and relate it to Boyle's law.

This is a third-grade lesson that can be used as a great review of their multiplication and division skills. This can also be an introduction to how multiplication and division are related and talking about inverse operations. 

Instructions for a group norm violation (breaching experiment) and paper used in a first year sociology class. This assignment must be used with caution and depending on student maturity level.  

This is a brief lesson designed to introduce students to the lives and contributions of Sarah and Angelina Grimke, two remarkable sisters, who played a pivotal role in the Abolitionist and  Suffrage Movements in South Carolina and the United States. 

Design and construction of breakwaters and closure dams in estuaries and rivers. Functional requirements, determination of boundary conditions, spatial and constructional design and construction aspects of breakwaters and dams consisting of rock, sand and caissons.

Carbon fiber reinforced concrete (CFR) is a type of concrete that is made up of carbon fiber strands which are embedded in the concrete. This makes the concrete stronger as well as more resistant to damage. CFR is often used in areas where durability and strength are important, such as bridges and buildings.

Students will utilize previously gained knowledge about the impact of land management practices on ecosystems to design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community. They will identify ecosystems that have been heavily and lightly impacted by human activities and make predictions about biodiversity in the area. They will then test and analyze the information gathered and apply what this means about the biodiversity in these ecosystems and the implications this may have on the region.

Students will learn to know and list the difference between bugs and insects by playing a matching game for the first task and then watching and reading a video for the second task and listing 3-5 facts about something new they have learned. Students will also list 2 bugs and 2 insects, which will show their knowledge in the difference between the two. 

Construct and measure the energy efficiency and solar heat gain of a cardboard model house. Use a light bulb heater to imitate a real furnace and a temperature sensor to monitor and regulate the internal temperature of the house. Use a bright bulb in a gooseneck lamp to model sunlight at different times of the year, and test the effectiveness of windows for passive solar heating.

This is a hands-on activity to assess the students understanding of peptide and disulfide bonds formed during protein synthesis. Students demonstrate the process of dehydration synthesis by combining amino acids through peptide bonds creating molecules of water, and one protein amino acid strand. It can also be used to assess students understanding of the process of translation.

This lesson unit is intended to help teachers assess how well students are able to create and solve linear equations. In particular, the lesson will help you identify and help students who have the following difficulties: solving equations with one variable and solving linear equations in more than one way.

This activity is a lab where students gather data on buoyant force and height of and object being submerged in two different types of fluids. The slope of the buoyant force and height is proportional to the density of the fluid. Students compare the densities of the fluids calculated with the actual densities.

MATH&148 is a calculus course for business students. It is designed for students who want a brief course in calculus. Topics include differential and integral calculus of elementary functions. Problems emphasize business and social science applications. Translating words into mathematics and solving word problems are emphasized over algebra. Applications are mainly business oriented (e.g. cost, revenue, and profit). Mathematical theory and complex algebraic manipulations are not mainstays of this course, which is designed to be less rigorous than the calculus sequence for scientists and engineers. Topics are presented according to the rule of four: geometrically, numerically, analytically, and verbally. That is, symbolic manipulation must be balanced with graphical interpretation, numerical examples, and writing. Trigonometry is not part of the course.

In this course students will learn how to: Demonstrate an understanding of law, its historical development, judicial process, and the role of law in a complex social system, with emphasis on the American legal system and its institutions; Demonstrate the ability to analyze fact patterns in accordance with the legal professional case analysis method; to apply appropriate vocabulary and substantive legal principles; and then to analyze, compare, and evaluate the logic, reasoning, and arguments of other students, in accordance with established legal principles; Demonstrate the ability to complete a group project with other students, by identifying the applicable legal issues in a case or proposed statute, debating those issues, and producing a live course presentation; Identify and describe the basic principles of major business law subjects, such as constitutional authority to regulate business; common law contracts; the Uniform Commercial Code; agency; business associations; real and personal property and business-related torts; And identify and describe approaches to business ethics, social responsibility, and justice, and, demonstrate the ability, when confronted with an ethical dilemma, to weigh the arguments for alternative courses of action, and logically and persuasively argue for a particular course of conduct.

This assessment activity requires that students critically read a business letter. They demonstrate their learning by being able to accurately answer the multiple choice questions that follow the letter.

Content created by The Saylor Foundation for BUS210, originally published at http://www.saylor.org/site/wp-content/uploads/2012/08/BUS210-Business-Letter-Assessment-Fixed.pdf under a CC-BY 4.0 license.

A rubric in student language written for elementary students to self-assess a business letter.

A rubric in student language written for middle and high school students to self-assess a business letter.

A rubric in student language written for middle and high school students to self-assess a business letter.

The Business Writing Tips Test Bank includes 45 multiple choice, short answer, true/false, and fill in the blank assessment questions (and a corresponding student/instructor Business Writing Tips Study Guide), based on the GCFLearnFree.org Business Etiquette series. The test bank is formatted in Microsoft Word and ready for upload to a Blackboard LMS quiz maker. The test questions cover business writing and professional communication basics for university and professional learners. Concepts include: business writing basics, effective emails, business letters, business memos, business reports, formatting, business instant messaging, and plagiarism.

Business Writing Tips Study Guide and Test Bank Development: This resource was made possible by the Texas Tech University Libraries Open Educational Resources Adoption Incentive Grant. For further information about the OER grant, see the TTU Libraries site.

The Business Writing Tips Test Bank is available to any instructor, student, or professional learner who agrees to the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) terms of use.