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Infectious Disease Epidemiology - using published data to identify research questions and epidemiological study design

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Using a graph to stimulate thinking about data sources and questioning underlying assumptions

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Posing questions about the role of cell wall thickening, xylem diameter, fiber abundance

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

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Questions That Encourage Inquiry

A list of simple questions that encourage students to dig deeper into a science topic or concept.

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Linda M Grisham onto Tuesday Problem Posing Activity

C, O, N, H = Diversity in Macromolecules

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

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Disease Detectives Problem Posing Activity

Problem Posing Activity created by the Disease Detectives Group

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Jim Smith onto Tuesday Problem Posing Activity

Data management and gummy bears

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Natalie Stringer onto eNotebooks

It's Transpirational!

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Sarah Prescott onto Group Reports on Problem Posing

Evie Brahmstedt_Problem Posing Activity in a General Biology Lab focused on Hypothesis Development

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DeVan - Dengue Fever Case Study

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

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Analysis of Preferred Nutrient use by Yeast

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Menon_Individual problem posing

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Questioning Piwi and Pluripotency

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

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Vostok Ice Core Data

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".

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