# Examples

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2004 Asian Earthquake and Tsunami Disaster Project part of Examples

Students are employees of a unit of the United Nations responsible for coordinating disaster relief after a major disaster (the 2004 Asian Earthquake and Tsunami) occurs. The agency needs to understand the situation in each country so that it can coordinate the work of various governments and NGO (nongovernmental organizations) working in the affected area.

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Determining the Geologic History of Rocks from a Gravel Deposit part of Examples

Gravels deposited as a result of continental glaciation are used to teach introductory-level earth-science students the application of the scientific method in a cooperative learning mode which utilizes hands-on, minds-on analyses. Processes that involve erosion, transportation, and deposition of pebble- and cobble-sized clasts are considered by students in formulating and testing hypotheses.

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Problem-Based Learning: UV Menace part of Examples

Students work as a team to determine the causes, effects, and solutions to ozone depletion. They work out what they need to know, and split the team up to research different parts of the issue.

How well can hand size predict height? part of Examples

This activity is deigned to introduce the concepts of bivariate relationships. It is one of the hands-on activities of the 'real-time online hands-on activities'. Students collect their own data, enter and retrieve the data in real time. Data are stored in the web database and are shared on the net.

Statistics and Error Rates in Death Penalty Cases part of Examples

Nature of the chi-square distribution part of Examples

Explaining the chi-square and F distributions in terms of the behavior of variables constructed by generating random samples of normal variates and summing the sqaures of the values.

Histogram Sorting Using Cooperative Learning part of Examples

Intended as an early lesson in an introductory statistics course, this lesson uses cooperative learning methods to introduce distributions. Students develop awareness of the different versions of particular shapes (e.g., different types of skewed distributions, or different types of normal distributions), and that there is a difference between models (normal, uniform) and characteristics (skewness, symmetry, etc.).

Body Measures: Exploring Distributions and Graphs Using Cooperative Learning part of Examples

This lesson is intended as an early lesson in an introductory statistics course. The lesson introduces distributions, and the idea that distributions help us understand central tendencies and variability. Cooperative learning methods, real data, and structured interaction emphasize an active approach to teaching statistical concepts and thinking.

Understanding the standard deviation: What makes it larger or smaller? part of Examples

Using cooperative learning methods, this activity helps students develop a better intuitive understanding of what is meant by variability in statistics.

Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process part of Examples

This exercise uses the Think-Pair-Share technique to initiate the problem-solving process. It focuses on a common first step in economic problem solving: identifying relevant and irrelevant information.