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The Science of Sugaring part of Examples
How to Teach to be Statistically Literate part of Examples
Final Quantitative Reasoning Project: Planning a Sesquicentennial Celebration part of Examples
This final project gives students the opportunity to apply unit conversions, geometry, estimation, and personal finance modeling in one cohesive, real world analysis.
Do Quantitative Indicators Make Qualitative Meaning?: Analysis of World Development Indicators, Human Development Indicators, and Happy Planet Indicators part of Examples
The following urls contains relevant materials for this assignment: http://www.happyplanetindex.org/public-data/files/happy-planet-index-2-0.pdf http://go.worldbank.org/UWABM2F1J0 http://hdr.undp.org/en/media/HDI_methodology.pdf
Quantifying Competing Claims about Indian Language Literatures part of Examples
Quantitative Review of a Political Science Documentary/Movie part of Examples
This assignment is designed to introduce quantitative reasoning and critical thinking in viewing documentary videos on the issues of development. Students will write a review essay about one of three designated documentaries for the course.
An exploration of spring systems: Asking and answering quantitative questions part of Examples
Laboratory activity on springs and simple harmonic motion that encourages creative development of experiments and clear presentation of quantitative results in the form of a memo.
Placing a Community: Demographic Contexts part of Examples
This assignment asks students to examine several recent U.S. census tables about Hispanics and educational attainment and write a brief report that details the conclusions they reach.
Interrogating the Colonial Census in India part of Examples
This assignment, divided into two parts, asks students to consider the decennial census as both a tool of modern (colonial) governance and a source of historical data.
Comparing Journalistic Reports to Primary Sources of Research part of Examples
A set of three short writing assignments were designed to encourage students to think critically about the way that scientific research is reported by the popular media and the reasons that research may or may not be reported in a way that could be construed as misleading.