This activity describes a simple clear demonstration of electric generators (Faraday's Law) and electric motors (Lorentz Force). This demonstration can be used as an interactive lecture demonstration.
This activity is a classroom experiment where students participate or observe that different densities of liquids will yield different results in a sink-or-float activity.
Use a Slinky to show:P and S waves, Wave reflection, and Standing waves in interactive lecture demonstration.
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Sonar technology allowed scientists to produce high-resolution maps of the sea floor for the first time. This sonar demonstration uses a Human Sound Wave to image the "sea floor" in a lecture hall. In doing so, students can see two-way travel times collected and plotted in real time. Students also evaluate sources of error that can be applied to a real sonar device.
(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.)
While working in groups to facilitate peer tutoring, students manipulate a hands-on, physical model to better comprehend several characteristics of subduction zone earthquakes.
(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 activity helps the students to visualize the effects of temperature and salinity on water density, and the resulting thermohaline circulation. Important processes visualized in this demonstration are upwelling, downwelling, and the formation of haloclines, thermoclines and pycnoclines. In addition, mixing by advection is clearly demonstrated.
(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 ILD helps students to understand the relationship between total revenue and price elasticity of demand.
Kyle Gray, University of Akron, krg10@uakron.edu David Steer, University of Akron, steer@uakron.edu
Students predict the best graphical representation of US real GDP/capita during the last twenty years, choosing from graphs showing: cyclical decline, cyclical change with no net change, cyclical increase, or erratic wide fluctuations. Using actual US data, students graph real GDP/capita to find out the actual pattern: a rising series with periodic dips, not a flat series, a falling series, or a highly erratic series as students often predict. Students then reflect on why this pattern is often misunderstood and why it may not fully describe the well-being of the US population.
This activity is a classroom activity in which students see the difference between vectors and scalars and learn how to graphically add vectors.
This activity uses an Interactive Lecture Demonstration to help students understand the definition of money in a modern economy. Starting with the common misconception that money is coins and currency, the activity challenges this belief through a survey of student assets. Students reflect on ways in which the survey changed their understanding and consider why misconceptions about money are so common by watching videos of well-educated adults misunderstanding money.
This inteactive lecture and series of demonstrations develops the concepts and vocabulary of oscillatory motion as it relates to the motion of a mass on a spring.
This series of questions before instruction, in-class peer instruction as students come to understanding, and visualization of an important mathematical relationship allow students to iterate and improve their understanding of work incrementally.
In this unit, students investigate water from a global perspective. The focus of students learning is on the identification of storehouses where Earth's water is stored, how matter (water) cycles through the geosphere (lithosphere, atmosphere, hydrosphere) and biosphere, and the energy associated with water as it changes between a solid, liquid and gas state. The unit investigations conclude with a short homework assignment on the application of the hydrologic cycle from a regional perspective as you research the quality and availability of fresh water in the state where you live. An important factor is the consideration for the percentage of fresh water that is readily available for human consumption and the impact of human activity on the quality of the water.
(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 examine the interaction between the hydrologic cycle and rock cycle through exploring the processes of weathering, erosion, transport and deposition of sediments both in real stream systems and in a physical, table-top model of a stream. This activity focuses group thinking on: 1) identification and interpretation of patterns that define physical characteristics associated with three distinct areas of a river system and 2) the type of energy transfers that occur as sediments are eroded, transported and deposited.
(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 gain an intuitive understanding of strain and deformation through a series of physical model activities using everyday materials such as bungee cords, rubber bands, fabric, index cards, silly putty, sand, and more. Can be run to fill an entire lab session exploring multiple materials or as a shorter exercise using just rubber bands and stretchy fabric. An addendum provides mathematical content (vectors, matrices, multidimensional strain) that can be used by instructors interested in building student quantitative skills.
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Not online recommended: Exercise uses variety of physical models that would be hard to duplicate at home. The first part of the "basic" version of the exercise (as opposed to "extended") does use rubber bands and could potentially be done remotely.
(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 a hands-on exploration, students will learn to describe and quantify the porosity and permeability of soil models representative of both agricultural and natural environments. Students will use this information to relate the effects of various agricultural methods on soil porosity and permeability in an exercise that requires modeling the role of a soil assessment expert. Instructors are provided with directions for collecting or assembling simple soil models.
(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.)
Using Lab Measurements to determine the power output of a solar module and the economic feasibility of photovoltaic panels
(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 are challenged to a Sherlock Holmes-style mystery in which they construct their own decay curves of melting ice to determine time-zero.
(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.)
Compare lifting a bowling ball directly (one small person) to lifting a bowling ball at an angle with two people holding the ends of a rope and the ball hooked to the middle of the rope.