Student materials for this exercise include a Microsoft Excel spreadsheet with peak …
Student materials for this exercise include a Microsoft Excel spreadsheet with peak discharge data for the Hillsborough River and Curiosity Creek, a .zip file containing two versions (PDF and JPG) of the topographic map of the Sulphur Springs quadrangle, and a simplified sketch map of the quadrangle. The exercise is divided into three parts. In Part I, students study the Sulphur Springs topographic quadrangle to gain a general idea of the landscape. The students identify drainage divides on the quadrangle and outline the drainage basins on the sketch map. Part II includes calculating the frequency and probability of various sized floods and creating a recurrence curve using Microsoft Excel charts. Students apply their knowledge to decide whether to buy a house on the floodplain of the Hillsborough River. In Part III, students use their results to interpret the potential for flooding along the main river and one of its tributaries. Students compare recurrence curves to deduce that having more years of data leads to a more reliable flood forecast. They search online to determine the reasons for particular floods and contrast the effects on the two streams.
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his task is intended as a classroom activity. Student pool the results …
his task is intended as a classroom activity. Student pool the results of many repetitions of the random phenomenon (rolling dice) and compare their results to the theoretical expectation they develop by considering all possible outcomes of rolling two dice. This gives them a concrete example of what we mean by long term relative frequency.
After having talked about the geologic time scale (Precambrian: prior to 570 …
After having talked about the geologic time scale (Precambrian: prior to 570 Ma; Paleozoic: 570-245 Ma; Mesozoic: 245-65 Ma; Cenozoic: 65 Ma - Present), I ask for two volunteers from the class to hold a rope that is 50 feet long. I say that one end is the beginning of the Earth (4.6 billion years ago), and the other is today. I then give out 16 clothes pins and ask various students to put a cloths pin on the 'time line' at various 'geologic events'. For example, I ask them to put one where the dinosaurs died out (end of the Mesozoic). They almost invariably put it much too old (65 Ma is less than 2% of Earth history!). Then I ask them to put one on their birthday (they now laugh). Then I ask them to put one where we think hominoids (humans) evolved (~3-4 Ma), and they realize that we have not been here very long geologically. Then I ask them to put one at the end of the Precambrian, where life took off in terms of the numbers of species, etc. They are amazed that this only represents less than 15% of Earth history. Throughout the activity I have a quiz going on where the students calculate percentages of Earth History for major geologic events, and compare it to their own ages. On their time scale, the dinosaurs died only about two 'months' ago! The exercise is very effective at letting them get a sense of how long geologic time is, and how 'recently' some major geologic events happened when you consider a time scale that is the age of the earth.
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This exercise is a second or familiarization exercise in spreadsheeting, but is …
This exercise is a second or familiarization exercise in spreadsheeting, but is also a mathematical model for slope evolution. It uses the concept of "erosivity" (generally, the relative ratio of driving and resisting forces) and slope angle to reshape an initial topography. Finally, it asks the students themselves to come up with a real-world situation worth modeling.
(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.)
A Venn diagram is a visual representation of similarities and differences between …
A Venn diagram is a visual representation of similarities and differences between two or more concepts. It depicts relationships between two or more sets of data by using circles as an illustration. Each circle represents one particular set of data. Overlapping circles represent the similarities, while detached circles represent the difference between sets or concepts.
This is a task from the Illustrative Mathematics website that is one …
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.
This is a task from the Illustrative Mathematics website that is one …
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.
This is a task from the Illustrative Mathematics website that is one …
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.
This is a task from the Illustrative Mathematics website that is one …
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.
This is a task from the Illustrative Mathematics website that is one …
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.
This module provides an overview of a statistics project created for the …
This module provides an overview of a statistics project created for the Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons, which emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The OFAR program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
Spreadsheets Across the Curriculum module/Geology of National Parks course. Students work with …
Spreadsheets Across the Curriculum module/Geology of National Parks course. Students work with salmon-trace streambed data to study whether removal of a spawning run barrier was effective
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The activity allows for learning about salt marshes ecosystem and practicing of …
The activity allows for learning about salt marshes ecosystem and practicing of basic math in estimations.
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Students spend a 50-minute class (or longer) measuring water discharge of a …
Students spend a 50-minute class (or longer) measuring water discharge of a local stream. They use two different techniques: the traditional area-velocity method and a salt-tracer method. In the classroom, each student using Excel or Kaleidagraph to calculate discharge from field measurements. They summarize their results in an essay, and assess differences between the two techniques and potential sources of error. Designed for a geomorphology course Designed for an introductory geology course Addresses student fear of quantitative aspect and/or inadequate quantitative skills
(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 explore sampling variability in the sample means of different random …
Students will explore sampling variability in the sample means of different random samples of a population, using data on Internet access from the U.S. Census Bureau’s American Community Survey.
Today we’re going to talk about good and bad surveys. Surveys are …
Today we’re going to talk about good and bad surveys. Surveys are everywhere, from user feedback surveys to telephone polls, and those questionnaires at your doctor's office. Still, with their ease to create and distribute, they're also susceptible to bias and error. So today we’re going to talk about identifying good and bad survey questions, and how groups (or samples) are selected to represent the entire population since it's often just not feasible to ask everyone.
Activity introduces students to the concept of sampling distributions and point estimates, …
Activity introduces students to the concept of sampling distributions and point estimates, and to how the accuracy of point estimates are affected by sample size. Concurrently, it allows students to become aware of the existence of open datasets in their discipline, and to practice using dataset documentation, downloading and importing datasets.
This material is a detailed exercise for students in introductory statistics. Students …
This material is a detailed exercise for students in introductory statistics. Students are asked to collect a random sample of data from a real estate website; conduct descriptive statistics (including confidence intervals); and write a report summarizing their findings.
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