This resource is a series of guided lecture notes which cover topics from Statistics Using Technology 3rd edition, Kozak.These notes may be used in a lecture to follow along with Statistics Using Technology 3rd edition, Kozak.If you would like a copy of the notes completed, please reach out to Mike Rozinski at mrozinski@mohave.edu

Students learn the basic relationship of Snell's Law, practice applying it to a situation, then are given another situation where it "doesn't work."??? This situation turns out to be one in which total internal reflection occurs. Students are then shown what happens with classroom apparatus.

This activity provides the students with a data set of ages of some of the Hawaiian Volcanoes and seamounts and how far they are from the active volcanism (considered to be the location of the hotspot). By plotting the data on a graph and fitting the data with a line of best fit, the plate velocity can be estimated by taking the slope of the line.

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This lesson introduces the theory of mantle plumes and possible ways of finding evidence to support the theory.

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This lesson explains the application of relative dating for volcanic features in the ocean.

This lesson discusses the similarities and difference between Samoa and Hawaii. Both Samoa and Hawaii are island chains in the Pacific and thought to be the result of hotspots.

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Yellowstone hotspot track

Provenance: Nicole LaDue, NIU

Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding. Students are shown this diagram and told, "The tectonic plate has moved southwest over this hotspot. If the plate started moving north, click where you expect the next caldera will form."

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This classroom activity presents Calculus II students with some Flash tutorials involving work and pumping liquids and a simple question concerning the amount of work involved in pumping water out of two full containers having the same shape and size but different spatial orientations.

In this lesson, students will view and analyze both good and bad interview techniques. Students will identify proper dress for a professional interview setting, recognize proper body language and behaviors expected at interviews, and will practice proper communication skills employers are looking for. Interviewing is an important process to gaining quality employment and a problem this lesson will address. Understand proper dress, speech, and behaviors will increase a person's chance of gaining quality employment. Public speaking skills are needed, proper persuasive communication skill, life skills such as proper dress and body language.

Detailed, annotated example of Socratic questioning for topics of hydrologic cycle, streamflow hydrographs, and impacts of land-use change on streamflow.

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This sample of plausible questions and responses is designed to help guide the instructor through an entire Socratic lesson. Specifically, it will help instructors learn how to create Socratic questions and design a session of Socratic questioning. It begins with a general question about the hydrosphere, then explores components of the hydrosphere, and finally moves to the specific case of a change in surface material/land cover at Earth's surface.

In this preparatory activity, students' initial ideas about the concepts to be covered in the module are collected and shared with the class. No attempt is made to correct any misconceptions at this point. The process of collecting initial ideas from students is meant to lay the groundwork for metacognitive prompts throughout the module where students self-assess their learning and how their knowledge changes from beginning to end.

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This is a set of interactive lecture demonstration questions designed to probe student understanding of single-slit diffraction.

In this just-in-time activity, students submit responses before class to demonstrate their ability to use concepts from a textbook reading on money. In-class follow-up activities are recommended.

The activity asks students to make observations about what occurs when two effervescent antacid tablets are placed into a beaker of water. The Students work together in groups. There are three parts to the activity. In the first part, the tablets are dropped into tap water and student groups (2-4 students) must complete a series of question sheets (one per group) that guide them through thinking about the event. In the second part, a presentation on chemical equilibrium for the carbonate system is given. The starting point is the answers received in the first part. Basic chemical reactions for the carbonate system are presented including equilibrium expressions for each reaction and discussion about open and closed systems. At the end of class, a handout is given to the students. In the third part, three beakers (acidic, neutral and basic solutions, but not indicated) are placed together and two tablets are placed into each beaker. Students are split into two groups (8-12 students) and are asked to describe why the reactions are different. Discussion follows collection of student responses in each part. Once the chemical reactions and equilibrium expressions are presented, they are involved and referenced in all discussions.

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Play-Doh model of sedimentary layers cut by a dike

Provenance: Carol Ormand Ph.D., Carleton College
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.
Students make Play-Doh models of sills and dikes.

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The website physics.gpclements.com has annotated lists of YouTube videos for both semesters of introductory physics. The lecture videos follow the order in the OpenStax Physics textbook. The level is suitable for high school and college students. There is a short (15 minutes or so) lecture for each topic and example problems that are worked out step by step. The site also lists a few calculus level physics videos. There is no charge for viewing the YouTube videos.

Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding.
Students are shown this diagram and instructed to "Click where the bottom of the lithosphere will be after the mountains have eroded away."

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1) What are some of the biological effects of dam removal (good and bad)?

2) What are some of the more pressing/compelling reasons to remove a dam? Explain.

3) The Stanley and Doyle (2003) article states that, "dam removal cannot be avoided." Hypothetically, let's say you are placed on a committee to oversee the removal of the Aswan High Dam, since Doyle et al. (2003) states that, "the functional lifespan of most dams is approximately 60-120 years." What scientific studies would you conduct before/during/after dam removal? Why?

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