Using organelle counts from SEMs to help students determine potential cell types, so they actually "see" that various cell types can differ based on the number and type or organelles they possess.  They will graph their counts and calculate means for each organelle type.

Using organelle counts from SEMs to help students determine potential cell types, so they actually "see" that various cell types can differ based on the number and type or organelles they possess.  They will graph their counts and calculate means for each organelle type.

Students use the Gapminder longevity vs annual income in 2018 bubble chart as a starting point, with the question focus:  How long someone lives is affected by many factors, including many that can be changed.   This will allow people to consider ethical issues. Multiple forms of student reports encompass UDL.

Activity about chili pepper ecosystems to introduce students to reading scientific literature and interpretation of graphs.

A problem posing engagement to an activity on learning to use and apply t-tests. Eighty percent of North Americans are no longer able to see the Milky Way!

Students ask questions about vessel cell diameter, fiber cell frequency or amount of cell wall thickening as it relates to support, transport, or resistance to drought as part of their learning about stem anatomy, to encourage them to look at those aspects and think about how they could be measured or changes/distribution/development be assessed

Using a question focus, this activity seeks to generate interest in the chemistry basics behind macromolecules.

Case study to reinforce ecological concepts through the study of disease ecology.

This Problem Posing Activity is used as a framework to set up the direction of the research for a sophomore research course.

We have a dataset from the Vostock Ice Core where several atmospheric factors are reconstructed over 400,000 years.  Note that the current exercise has several quantitative/data goals already, but it is very “closed” in that all questions have an exact right answer (and all student output looks exactly the same, or it is wrong).  My goal was to make the exercise more "open".

This is a Lyme disease and climate change activity that was modified from a High school ecology activity I made. In the high school activity, students are given graphs about ticks and climate change evidence and then students analyze those graphs and make predictions about tick prevalence and Lyme disease incidence. Here, students will actually analyze data about tick ranges, tick host range, and Lyme disease incidence themselves and draw their own conclusions about how climate change may or may not be affecting Lyme disease incidence and tick ranges.

https://docs.google.com/document/d/1UA0dokNnEzl3W0I2UWp_aJX-0xGDGzxsTS4IUYmIVKo/edit?usp=sharing

Final project for a data science class; problem-posing exercise will be to help groups start thinking about what questions they might want to ask