Assignment goals:
By practicing with a model, the student will learn to select the most salient (important) points of a reading to include in a summary. The student is restricted by the number of sentences she/he can use, and will learn how to combine ideas and compose complex and compound-complex sentences.
Step one: Read "Complexion"
Step two: Write a sentence for each paragraph. Your sentences should show the main point of each paragraph.
Step three: Compare your work to Ms. Smith's work. You may use her work to help you improve yours, but do not copy.
Step four: Select the important sentences and ideas from your main point work. You will combine these to write your summary.
Assignment goals:
The student will be able to read a dialogue and write an summary of the dialogue using reported speech. The student will stay within a 5-7 sentence restriction by using conjunctions and a variety of clauses (adverb, adjective and noun). The student will write an effective summary and avoid repetition or excessive paraphrasing by staying within a 125-175 word limit.
Assignment goals: For this assignment the student is asked to:
1. Understand the difference between information and knowledge.
2. Carefully consider the brain changes that accompany learning and how best to facilitate these changes.
3. Understand the two components of learning.
4. Understand how repetition and elaboration aid memory.
5. Take the Learning Styles Survey and establish what your learning style is. Consider new study methods and strategies suggested by the Learning Styles Survey.
6. Review the methods and strategies of study and apply them to your particular learning style.
Write an essay that relates the learning biology of your brain to the study methods and strategies you use. Discuss how you might change, organize, or otherwise improve your study strategies in light of any new knowledge gained from the"Biology of Learning," "Learning Styles Survey" and other assigned resources.
2. Discover whether or not there is a solution for the system.
3. Find the exact solution using either the substitution or the elimination method when a solution exists.
3. Write an essay describing the substitution and the elimination methods and explain why algebraic methods may be better than graphical ones in some situations.
Use a computer program that trains you to quickly identify specific structural elements from the three dimensional shape of molecules. These elements include the overlapping concepts of (1) bond angle, (2) the coordination number of an atom in a covalent bond, and (3) the hybridization label on an atom.
Use this understanding to write an essay explaining the three-dimensional shape of alpha-aminoacetophenone.
Use a computer program that trains you to quickly identify specific structural elements from the three dimensional shape of molecules. These elements include the overlapping concepts of (1) bond angle, (2) the coordination number of an atom in a covalent bond, and (3) the hybridization label on an atom.
Use this understanding to write an essay explaining the three-dimensional shape of p-cyanobenzyl alcohol.
Use a computer program that trains you to quickly identify specific structural elements from the three dimensional shape of molecules. These elements include the overlapping concepts of (1) bond angle, (2) the coordination number of an atom in a covalent bond, and (3) the hybridization label on an atom.
Use this understanding to write an essay explaining the three-dimensional shape of alpha-aminoacetophenone.
Use a computer program that trains you to quickly identify specific structural elements from the three dimensional shape of molecules. These elements include the overlapping concepts of (1) bond angle, (2) the coordination number of an atom in a covalent bond, and (3) the hybridization label on an atom.
Use this understanding to write an essay explaining the three-dimensional shape of p-cyanobenzyl alcohol.
Assignment goals:
Students will describe the activities in the anode and cathode of a standard electrochemical cell and the movements of electrons and ions in an imaginative format.
1) be able to describe the common symptoms associated with Alzheimer's.
2) be able to explain what causes the typical symptoms associated with this disease by describing the effects on the nervous system and the body in general.
3) have a general understanding of normal nerve function.
4) be able to identify who is potentially at risk for this disease by explaining what scientists have learned about what may contribute to the disease. For example, is it due to age, genetics, environment?
5) describe what treatments are currently available for this disease and how they target the underlying causes.
Infrared spectroscopy provides easily obtainable and significant structural and functional group information about organic compounds. Qualitatively, IR can be used to help identify compounds based upon characteristic (diagnostic) absorptions of particular groups and structural features present or expected in a compound. Some absorptions are common to most compounds because they reflect structural features which are common to most organic compounds. Diagnostic absorptions are especially useful when viewed as characteristic "sets" and when they are separated from "common" absorptions. In this assignment, you will practice using these ideas to predict the Infrared spectrum for an organic compound, 1-methyl-1-cyclohexene.
Assignment goals:
This exercise will give you additional practice making accurate inferences in reading. After completing this assignment, you will have a better understanding of how to analyze an author's tone.
1) Read material from a number of provided web sites which make a case for the value of using animals in research.
2) Read material from a number of provided web sites which argue that using animals in reseach is unethical, immoral and even barbaric.
3) Write an essay where you use this material to take a stand on this issue. You must make your case by providing information that supports your argument and by refuting arguments made against your case.
Assignment goals:
To apply various concepts of biodiversity to pharmaceuticals, public health, and conservation. To be able to discuss the topics, how they interact, and why they are linked.
Compartments allow organisms to maintain a variety of internal environments that are very different from environments outside the organism. Maintaining such internal environments is critical to homeostasis. This assignment requires you to use your understanding of the levels of organization within the human body to describe compartments in several of the levels of organization.
You will demonstrate that you can use these terms: apical membrane, cell membrane, cytoplasm, epithelia, extracellular fluid, hydrophilic, hydrophobic, molecule, nonpolar, nuclear envelope, organelle, organ system, organ, phospholipid bilayer and secretion.
Assignment goals:
This assignment will help you sort out your understanding of diffusion and bulk flow as two separate processes, both of which influence gas exchange in the human respiratory system. You will construct a clear understanding of the structures and functions in the respiratory system as you explore various models showing how asthma causes pathological function.
Assignment goals:
Through this assignment, you are expected to address several of the major themes for Human Physiology, Biol310. ENERGY, MASS BALANCE, and FLOW (diffusion or bulk flow) are major themes in Human Physiology. Your medication research will probably not address mass balance or flow. Instead, you will explore HOMEOSTASIS, structure/function relationships as indicated by MOLECULAR INTERACTIONS and COMMUNICATION as important themes in physiology:
You will describe a human stimulus/response system.
You will identify an example of homeostasis (and that is NOT equilibrium).
You will show that you know how to find the extent and limits to our knowledge.
You will build new knowledge that you will use to make significant choices and to connect what you are learning in Physiology to the real world.
Darwin's causal theory of evolution by natural selection had far-reaching philosophical consequences, imparting no goal or progressive vector to life's history. Darwin's mechanism can only generate local adaptation to environments that change in a directionless way through time. In Darwin's system, an internal parasite that has become so degenerate that it has become little more than a bag of ingestive and reproductive tissue within the body of its host, may be just as well adapted, and may enjoy just as much prospect of future success, as the most complex mammalian carnivore.
According to Zimmer, p. 143, "Darwin didn't think all that much of extinctions. He certainly knew about the work of naturalists like Cuvier, who argued that catastrophes had punctuated life's history, each one clearing the world for a new set of creatures to take its place." Darwin wrote in The Origin of Species that "The old notion that all the inhabitants of the Earth having been swept away by catastrophes at successive periods is generally given up." Darwin was impressed by Lyell's vision of gradual change.
Scientist now supplement Darwin's vision with "evolutionary mechanisms such as punctuated equilibrium and catastrophic mass extinctions to explain sudden changes in the fossil record" (Zimmer, p. xiii). Many scientists believe we are in the throes of a mass extinction event comparable to the Permian and Cretaceous events, with more than 90 percent of species lost. Other scientists disagree that an extinction event is even taking place at all. What is the role of humans in this scenario? Is there a history of association between speciation of humans and other organisms? Do humans alter the diversity of life on earth?
The goal for this assignment is to combine Darwin's factual reality with our current knowledge of mass extinctions and to question the perception that "evolution exists to generate humans as the summit of life's purpose. By sensing the fascination of evolution's naturalistic ways, and of life's astonishingly rich diversity and history of change, with Homo sapiens as but one twig on the tree, then we become liberated from asking too much of nature, thus leaving us free to comprehend whatever fearful fascination may reside 'out there,' in full confidence that our quest for decency and meaning cannot be threatened thereby and can emerge only from our own moral consciousness." - Stephen Jay Gould, Museum of Comparative Zoology, Harvard University
At the end of this session you will know:
How fossil evidence supports evolution
How geographic distribution of species supports evolution
Coevolution of humans with microbes
Human influence on the evolution of its own species and other organisms (modern medicine, genetically modified foods, invasive species, endangered species)
Applications of scientific processes in different situations
Review student work in Mr. Bingman's and Mrs. Havlik's classes. In session 6 you will see many examples of students' misconceptions about evolution and two teachers' approaches to dealing with them. Use the notes you take throughout session 6 to summarize and evaluate Mr. Bingman's and Ms. Havlik's strategies. What did you learn about how students think and learn about evolution? Analyze, organize, generalize, and explain your answer in an essay.
In session 6 you will:
Examine how student misconceptions about evolution can be raised and addressed.
Identify examples of misconceptions students have about evolution.
Understand how assessment strategies are integrated into inquiry-based science lessons.
Despite evolution's potential for controversy, it remains an essential element of any biology course. As Theodosius Dobzhansky said in his 1973 article of the same name, in American Biology Teacher, "Nothing in biology makes sense except in the light of evolution." Based on this article and on your work thus far in the course, think about why evolution is considered the cornerstone of biology.
Through session 8 you will:
Examine how and why evolution is a cornerstone of biology
Understand legal and professional support for teaching evolution
Distinguish between science and religion as different but compatible ways of knowing
Examine religious organizations' support for evolution in science classrooms
Examine creationist arguments against evolution
Learn strategies for minimizing conflict about teaching evolution
Only part of our scientific legacy of ideas on evolution came from Darwin. What was Darwin?s discovery about evolution? What scientific ideas that were around before Darwin's discovery did he use for his work? In other words, what ideas provided Darwin with a foundation for new discoveries about evolution? Was Darwin?s discovery fact, theory, or hypothesis? In this session and those that follow, you will use the 5E's (engage, explore, explain, elaborate, evaluate), a constructivist approach to explore these questions.
At the end of this session you will know:
The nature of scientific processes
The value and limitations of scientific process
The scientist's use of terms such as fact, law, theory, and hypothesis
Change is a constant in science; as we learn more through new observations and evidence, our understanding of the world changes
The differences between the theories of evolution proposed by Darwin, Wallace, and Lamarck
How Darwin used processes of science to develop his theory of evolution
You will be able to:
Identify the kinds of evidence sufficient to reject or accept a hypothesis
Use information you gather as you complete Sessions 1 and 2 of the Online Evolution Course for Teachers along with assigned textbook readings.
Assignment goals:
Many students studying biological science, observe that it can be like
learning a new language. Writing haiku turns out to be a good way
of focusing on the words and their meaning, using them to create images or to tell very brief stories.
The goal of this assignment is to introduce you to the ancient and elegant poetic form of haiku, and to give you practice in using haiku writing as a way to learn and tell about issues in biology.
Assignment goals:
1. You will compare forces and accelerations of a body at different times during a bungee jump.
2. You will write an essay decribing force and acceleration changes for several osillations after a bungee jump.
Assignment goals:
Learning Goals:
Charles Darwin is one of the famous philosophers in history. After completing this CPR the reader will become very familiar with many aspects of Charles Darwin. The learning goals of this CPR include, gaining knowledge of Charles Darwin’s birth history, his family, books he has written, theories he developed, and how other people viewed his theories. He is considered the father of evolution. Darwins years of work opened multiple doors for further study.
Assignment goals:
The goals of this assignment are:
1) To help you learn to correctly describe a specific organic reaction mechanism using words, rather than just symbols.
2) To help you learn to use this mechanism to predict reaction products.
3) To help you develop critical reading, writing, and evaluation skills.
Read appropriate texts and explore several websites containing information about the periodic table, periodic properties, and electronic structure.
Understand that the periodic table was formulated because it was recognized that the properties of the elements change in a periodic manner. Appreciate that the reason for this periodic change is the electronic structure of the atom.
Write an essay in which you describe how the electronic structure of the atom relates to periodic properties and the periodic table.
In this assignment you will
explore the chemical structure of a drug and its relationship to
pharmacological activity.This
concept is known in pharmacy as SAR, Structural Activity Relationship.You will:
˙Read source information about how and why drugs are
metabolized.
˙Use the pharmaceutical manufacturer's site to
research the structure and metabolism of two NSAIDs drugs - Ansaid and Motrin.
˙Compare the two drugs' maximum dosage and examine the
chemical reason for their differences.
˙Write an essay explaining explaining the effect their
chemical structures have on their half life.
Assignment goals:
For this assignment you are going to answer questions about the elements of a high-quality classmate profile and use what you learn from these questions to make changes in a second draft that other students will read, score, and comment on.
Your goal is for you to complete a second draft that shows what is special about your classmate. You want your words to show vivid details about your classmate so the reader will never forget what makes this person different and special. The best profiles will show a repeating theme, a thread of related words that weave in and out of the cloth of the classmate's life.
Assignment goals:
1) To demonstrate a knowledge of the relationship between pka and acidity.
2) To gain experience in developing resonance structures.
3) To observe the consequences of resonance effects on acidity.
This assignment was created by L. Starkey, CSU Pomona.
Assignment goals:
Write a compare/contrast paragraph.
Describe similarities and differences between two paintings.
Write a topic sentence.
Write supporting details using a clear pattern.
Use transitions.
Write a concluding sentence.
Understand two pieces of art.
Understand Art Criticism and Art History.
Able to explain emotional tone.
Able to describe space.
Able to describe details.
Assignment goals:
Students will use two short creative non-fiction stories in order to compare and contrast the experiences of two Asian-American women who are exploring what it means to be bilingual and bicultural in America.
1. Develop an understanding of how an evolutionary framework relates to infection, disease, the medical community, and us!
2. Write an essay that discusses disease from an evolutionary perspective. Make sure that your essay clearly demonstrates your comprehension of all aspects of evolution by natural selection (in your own words).
Read a short article on the many conflicting factors that affect the decision to ban a compound (DDT) that pollutes but also has very beneficial effects.
Evaluate the global social and economic issues that affect the decision to totally ban DDT.
Write a paragraph in which you develop a balanced, logical assessment of a global problem.
Read an article from the Journal of Chemical Education about organic synthesis and the history of many drugs and medicines.
Learn about the way that one drug (aspirin) was discovered and how chemists contributed to its improvement.
Learn to identify new synthetic methods necessary in drug synthesis and future drug development.
Write an essay explaining how aspirin was developed, the methods chemists use currently to develop new and better drugs, and the future of organic synthesis.
Assignment goals:
In this assignment you will learn to use the scientific method to design a simple experiment. You will learn about the importance of variable conditions and controls. You will write and test the procedure for a laboratory experiment.
Assignment goals:
In this assignment you will practice writing a conclusion for a simple laboratory manuscript. You will include references from a pre-written "Literature Cited" section. You will be graded on how well
you conform to the Pechenik criteria for a conclusion section (read Chapter 8 from "A Short Guide to Writing About Biology" - bundled with new Campbell and Reece textbooks and also available from the MRC reserve desk).
Assignment goals:
In this assignment you will practice writing a conclusion for a simple laboratory manuscript. You will include references from a pre-written "Literature Cited" section. You will be graded on how well you conform to the Pechenik criteria for a conclusion section (read Chapter 8 from "A Short Guide to Writing About Biology" - bundled with new Campbell and Reece textbooks and also available from the MRC reserve desk).
use your knowledge of general atomic structure and atomic electron structure to write a short essay correctly describing the detailed structure of atoms of copper.
• Conduct a liquid-liquid extraction transferring a solute from one solvent to another.
• Separate by the technique of liquid-liquid extraction a solute mixed between two miscible layers.
• Explore the chemical connections and solubility characteristics of a carboxylic acid in water under varying pH (acidic, basic, and neutral).
• Evaluate the direction or extent which a solute distributes itself between two immiscible layers by measuring the concentrations of the solute in each layer at equilibrium.
• Calculate a distribution, or partition coefficient, KD, which measures the ratio of the solubilities of the solute in each solvent at equilibrium in a liquid-liquid extraction.
• Use the value of KD to predict the direction or extent to which an equilibrium is preferred.
• Write an essay that discusses your observations and results from the liquid-liquid extraction experiment.
Assignment goals:
This assignment requires that you understand how DNA is the genetic material of life. By completing this essay, you will:
1. Explain how DNA is the genetic material of life by describing the processes of transcription and translation.
2. Identify and use the following terms in your essay: DNA triplet,codon, anticodon, mRNA, rRNA, ribosomes, tRNA, amino acids, and polypeptides.
Use a simple simulation program to explore a gas phase chemical reaction and the concept of dynamic equilibrium.
Use worksheets that guide you through use of the simulation to optimize your understanding of dynamic equilibrium.
Apply your observations from the simulation to another chemical reaction.
Write an essay in which you describe what happens on the molecular level in a reaction under conditions of dynamic equilibrium, specifically addressing: the interactions of molecules with one another, the simultaneous forward and reverse reactions that continue to occur at equilibrium, and the relatively constant concentrations of reactants and products once equilibrium is reached.
Explore a web site that describes the wreck of the ship "Atocha," and describes some of the silver coins and other objects found in the shipwreck.
Read a passage that describes the chemistry that caused a layer of silver sulfide to form on the silver objects, and do further reading in your textbook on redox reactions, oxidation states, electrochemical principles, and electron transfer.
Formulate a plan to electrochemically remove the layer of silver sulfide from the silver object.
Write an essay that describes how you would use electrochemistry to "clean" the silver treasures from the "Atocha."
Assignment goals:
Learning Goals:
In this assignment you will learn about Epilepsy.
Visit many websites and research many websites about Epilepsy.
Find out what a seizure is and how it all affects the brain.
Assignment goals:
In this assignment you will:
1) Read from a number of web sites which suggest there is a "scientific method" and that it is useful and specific in science.
2) Read from a number of web sites which suggest that there is no specific "scientific method" that is universally applicable.
4) Read an article about infamous scientific "breakthroughs that turned out to be bad science.
5) Write a short essay where you summarize the important points made by these three groups of articles relative to science ethics and the "Scientific method".
Use a worksheet to guide you through an experiment at the Explore Science.com web site. This activity provides you with a means to understand the relationship between mass, volume, and density. You will also observe the effects of density on whether a solid will float or sink in a liquid.
Use your knowledge of the principles of density to predict the results of a "thought" experiment.
Write an essay in which you describe the observations you made about density during the activity portion of the assignment, and the results of the thought experiment.
Assignment goals:
Students will become familiar with one chemical element. They will use research skills to learn about the element, describe its principle features and reactions, and its most common uses.
Assignment goals:
Explore why, and how, dynamite has played such a large part in war and peace.
Learn the characteristics that explosives share.
Learn why nitrogen plays such a big part in explosives.
Understand the significance of ammonium nitrate in explosives.
Assignment goals:
Assignment Goals:
In this assignment you will:
" Learn about extracting medicines from plants and how these medicines are different from regular medicines
" Learn how and why researchers are using plants for medicines
" Give examples of certain medicines extracted from plants
Assignment goals:
Discuss one problem that Schlosser raises in his book, conduct some research on the issue, and offer a feasible solution. The problem you choose to write about should relate to your major in some way.
Assignment goals:
In this assignment, students will demonstrate their understanding of reduction-oxidation (redox) reactions, including how to recognize a redox reaction, providing pertinent definitions, and balancing a typical redox reaction.
Assignment goals:
The main goal of this assignment is to be able to concisely and accurately describe, using appropriate terminology, how to quantitatively prepare a common solution.
Assignment goals:
The goals of this assignment are to perform standard thermodynamic calculations for the water-gas shift reaction, to use the results of the calculations for pertinent predictions, and to learn about some uses for the products of the reaction.
read a "letter" describing a real-world chemical problem involving the preparation of an inorganic compound from available natural mineral resources,
explore several websites that describe the chemical composition of minerals,
use your knowledge of aqueous chemical reactions to devise a practical method for the preparation of the desired compound from the given starting materials.
Assignment goals:
This assignment, which was adapted by A. Russell (UCLA, CPR Team) from an assignment by L. Starkey (CSU Pomona), is designed to introduce you to the Calibrated Peer Review Program by having you use the program in a workshop as a student does in a class. Participating in an assignment is the best way to become familiar with both the components and grading system of CPR. In order to complete the assignment in a short workshop, you will find you need to complete only two meaningful calibration essays. In addition, the calibration questions in this simple assignment focus on a variety of questioning strategies thatyou can use to probe understanding of a topic and student writing skills when you begin to author assignments.
Assignment goals:
In this assignment you will understand the structure of a human hair, understand how hair absorbs dye, and learn the proper care for newly colored hair.
Learn about phase diagrams and the submicroscopic view of the various phases of matter by exploring a phase diagram animation program for a single substance.
Write an essay in which you:
Identify the parts of a phase diagram that correspond to the solid, liquid and gas phases.
Recognize how molecules behave in each of the three states.
Describe on the submicroscopic level how changes in temperature and pressure affect the motion and arrangement of the particles.
Understand and explain that the phase boundary lines represent the temperatures and pressures where a substance changes state.
Describe what happens on the submicroscopic level when a substance changes state.
Assignment goals:
In this assignment you will learn to recognize differences in mathematical models for the behavior of gases. In particular, you will:
Interpret Excel spreadsheets and graphs of data.
Recognize that the treatment of molecular volume and intermolecular forces is the primary difference between the ideal gas law and the van der Waals equation.
Understand the difference between models which approximate the behavior of gases (the ideal gas law and the van der Waals equation) and those that are exact fits of experimental data (the virial expansion).
Increase your knowledge and understanding of phase diagrams and the molecular properties of the various phases of matter through exploration of a single substance phase diagram animation program.
Write an essay in which you:
Identify the regions on a phase diagram that correspond to the solid, liquid and gas phases.
Recognize the differences between the behavior of the particles in each of the three states.
Describe on the particle level how changes in temperature and pressure affect the motion and arrangement of the particles.
Understand and verbalize that the phase boundary lines represent the temperature and pressure conditions at which a phase change between two states occurs.
Describe what happens on the particle level when a substance changes state.
Assignment goals:
This assignment will serve as an introduction to using Calibrated Peer Review (CPR) as a student. Participating in an assignment is the best way to become familiar with both the components and grading system of CPR.
In order to get thru it completely and within the timeframe of this workshop, you will only be required to attempt TWO of the THREE calibrations.
In this assignment you (as the student) will:
Increase your knowledge and understanding of phase diagrams and the molecular properties of the various phases of matter through exploration of a single substance phase diagram animation program.
Write an essay in which you:
Identify the regions on a phase diagram that correspond to the solid, liquid and gas phases.
Recognize the differences between the behavior of the particles in each of the three states.
Describe on the particle level how changes in temperature and pressure affect the motion and arrangement of the particles.
Understand and verbalize that the phase boundary lines represent the temperature and pressure conditions at which a phase change between two states occurs.
Describe what happens on the particle level when a substance changes state.
1.To get peer
feedback on a draft of your lab report introduction for the "Diffusion
across a selectively permeable membrane" experiment.This feedback should help you write a better
final draft (graded by TA).
2.To see and
practice evaluating good, mediocre and poor examples of lab report
introductions.
3.To review your
peers' introductions ... these reviews will be graded by your TA so as to give
you feedback on the quality of your reviews.Learning how to critique your peers' written work will help you more
effectively critique your own.
4.To practice
accurately assessing your own written work.
In this assignment you will:
1. Read an article, "The Cellular Chamber of Doom" from Scientific American, which describes scientific discoveries about the importance of proteasomes.
2. Learn what proteasomes are, and how they can be both helpful and harmful.
3. Write an essay in which you explain what you learned from the article about the importance of proteasomes.
1. Read an article, "The First Human Cloned Embryo" from Scientific American, which describes the experiments that produced cloned human early-stage embryos.
2. Learn about the methods and purposes of therapeutic cloning.
3. Write an essay in which you explain what you learned from the article about therapeutic cloning.
In this assignment you will:
1. Read an article which describes scientific discoveries about using viruses in cancer therapy.
2. Learn what adenoviruses are, and how they can be both helpful and harmful.
3. Write an essay in which you explain what you learned from the article about viruses and virotherapy.
Assignment goals:
The purpose of this assignment is to write an essay that compares and contrasts the two different types of intelligence--the traditional intelligence (IQ) and "emotional intelligence" (EQ). Using information from the text, lectures, and the web, your essay should represent your “very best thoughts, ideas, and insights” about intelligence, emotions, and emotional intelligence.
To get your thoughts flowing, you will take one of each of type of test on-line. In addition to getting the feedback provided by the scores, you should gain more insight into how such tests are constructed and, therefore, how they might be interpreted.
IMPORTANT NOTES: You will not be asked to report or discuss your scores, though if you want to, you may. The results of these tests SHOULD NOT BE INTERPRETED TOO STRONGLY. This will be most true for the intelligence test, particularly if English in not your first language, in which case your score will probably be too low.
Assignment goals:
In this assignment, you will:
Visit various web sites that provide different information on the noble gases.
Consider the different aspects of the elements in group 18, including their properties, names, symbols, etc.
Write an essay displaying your knowledge of the noble gases.
Visit various web sites that provide different information on the noble gases.
Consider the different aspects of the elements in group 18, including their properties, names, symbols, etc.
Write an essay displaying your knowledge of the noble gases.
Explore Excel spreadsheets and graphs containing real reaction data for Ozone (O3) and methylene chloride (CH3Cl).
Use specific examples to demonstrate understanding of reaction rate, rate constants, and reaction order. Understand the effects of changes in initial concentration and temperature on reaction rate.
Write an essay describing the effect of changing initial conditions on reaction rates.
Assignment goals:
The goal of this assignment is to introduce students to the philosophy behind higher education AND to the process of Calibrated Peer Review. Students are to focus more on "good writing" than on the content, though reading through the source material will be critical to receiving a good mark.
In particular, students need to write an essay that has proper construction as described in the resources given in this document.
Please note that although good "html coding skills" are not needed, there is ONE symbol you must use. At the end of each paragraph, place a "greater than sign", a letter "P", and a "less than sign".
This looks like: . This is "web code" for a paragraph break. See this link for more information
about paragraph breaks.
As you drove and hiked in the Mojave Desert, you passed through different natural communities. You first drove by (1) a Creosote Shrub community (where we stood and looked at the lava flow) followed by (2) a Joshua Tree Forest (after Kelso Depot). As you ascended toward Mid-Hills campground, you passed by (3) Pinyon Pine and Desert Juniper. On the hike, you first saw (4) Cholla Cactus and then most of you saw (5) a Barrel Cactus community. We did not ascend as far as the Pinyon Pine and Desert Juniper community along the Mid-hills to Hole in the Wall trail.
Did you encounter your organism or another organism that shared the same food chain or niche through direct interaction with your organism in any of these communities? Based on your research, what do you suppose you would need to do in order to find these organisms in the Mojave communities? Would you ever expect to find an organism in all of these communities? Explain the evidence that supports these inferences.
Assignment goals:
The student will become familiar with the Calibrated Peer Review website and feel comfortable using the step-by-step process.
The student will understand the difference between an introductory anecdote and the main body of an article. The student will be able to state the main points of the article "Living with Diabetes," and be able to support each of these points with several examples. The student will learn what a summary should contain. The student will be eager to do the next CPR assignment.
Assignment goals:
Student will review vocabulary from "Don't Be Sore" by reviewing summaries of this reading. Student will also review the rules for proper citation. Students will review how to use a fact and how to use an opinion in a written summary. Student will also practice sentence combining with adverbial and relative clauses.
. This is "web code" for a paragraph break. See this link for more information
about paragraph breaks.