You are planning a special trip to a place you have always wanted to visit. You will need to know the weather trends for a specific time of year so that you will know what to pack. Students will create a presentation to organize their packing that should include a line graph included with data collected about local weather and communicate what they should pack and why based on their findings. Students will need to get feedback from peers if their conclusions for they need to pack align with the weather observed.  Students will use either a digital format or print format to predict what to pack for a trip of their choosing for two weeks. Students will choose a location, make a prediction, collect weather data, and analyze their results with a graph. Lastly, they will present to classmates to convince them to travel to their location and what to pack. 

Your task as an astronomer is to model the solar system using technology.  You and your crew are just one group that have been asked by NASA to chart the solar system in order to create a simulation model for future astronauts. After you have accomplished this, you will present your model to the Director of NASA. They have given you several requirements for the simulation. Your simulation should include a map of the solar system that shows the appropriate distance, location, size and relation to the sun amongst the eight planets. You and your team can use a variety of options to complete your simulation. These include Google Suite tools (such as Google Slides, Google Docs, Jamboard, or any equivalent tool such as Microsoft Office), Coding resources (Scratch.edu, tynker.edu) or 3D printing software (Tinkercad) to present. Your map should also include a short descriptive paragraph for each planet explaining its distance, location, size, and at least 3 facts about the planet. If creating a video, you will still want to include descriptions for the planets as well as the three facts.  Presentation to “NASA Directors” must answer the question: how does this simulation/model help future scientists?

Students will use the Census Business Builder: Small Business Edition data access tool to gather and analyze information that entrepreneurs may consider when opening a business. This introductory activity assumes that students have limited experience using data access tools.

Students engage in hands-on, true-to-life research experiences on air quality topics chosen for personal interest through a unit composed of one lesson and five associated activities. Using a project-based learning approach suitable for secondary science classrooms and low-cost air quality monitors, students gain the background and skills needed to conduct their own air quality research projects. The curriculum provides: 1) an introduction to air quality science, 2) data collection practice, 3) data analysis practice, 4) help planning and conducting a research project and 5) guidance in interpreting data and presenting research in professional poster format. The comprehensive curriculum requires no pre-requisite knowledge of air quality science or engineering. This curriculum takes advantage of low-cost, next-generation, open-source air quality monitors called Pods. These monitors were developed in a mechanical engineering lab at the University of Colorado Boulder and are used for academic research as well as education and outreach. The monitors are made available for use with this curriculum through AQ-IQ Kits that may be rented from the university by teachers. Alternatively, nearly the entire unit, including the student-directed projects, could also be completed without an air quality monitor. For example, students can design research projects that utilize existing air quality data instead of collecting their own, which is highly feasible since much data is publically available. In addition, other low-cost monitors could be used instead of the Pods. Also, the curriculum is intentionally flexible, so that the lesson and its activities can be used individually. See the Other section for details about the Pods and ideas for alternative equipment, usage without air quality monitors, and adjustments to individually teach the lesson and activities.

In this module, students engage in a visual demonstration on the causes & effects of air pollutants on air quality and kinesthetic activities on particulate matter & visibility.

Students will look at data showing how the "millennial" generation differs from other generations. They will analyze and evaluate social changes evident in the data. Then they will work with a partner to compose a newsletter.

Students will explore maps containing census data from 1950 through 2000. They will analyze how education levels and median household incomes have changed over time and determine how the two might be correlated. Students will also come up with ideas for policies that could help address issues related to income and education.

Student will:analyze a map of the Chesapeake Baycalculate the mean, median, mode, range, and numbercreate an appropriate graphinvestigate data provided by the James River and apply learning

Intermediate students are asked to analyze data on the components of consumption and investment expenditures and explanatory variables based on textbook models of each. Students look for rough correlations between the explanatory and dependent variables.

Students prepare for the associated activity in which they investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Based on the experimental set-up for the activity, students form hypotheses about the acceleration of the device. Students will investigate how the force on the device changes according to Newton's Second Law. Different types of acceleration, including average, instantaneous and constant acceleration, are introduced. Acceleration and force is described mathematically and in terms of processes and applications.

Students will read an informational text about variations in college completion rates for people born in different years. To help students better understand the text, the teacher will model how to annotate the first half. Students will then annotate the second half themselves. After that, students will answer a series of questions about the text, drawing inferences from what they've read and citing textual evidence to support their responses.

Students will examine a table of 1850 Census data on employment to understand the professions of free men across the United States at the time, calculating the percentages working in different industries. Students will also compare and contrast economies in the North and South during the Antebellum Period.

This lab activity will not only draw on students' real life experiences but will also draw on student's previous lab experiences in proper laboratory techniques and data analysis performed in previous activities. The lab will incorporate the use of scientific inquiry methods and strategies while students develop reasonable answers to the questions asked.

Students will use state and regional unemployment data for various education levels to create scatter plots and calculate correlation coefficients. Students will then compare scatter plots with different strengths of linear relationships and will determine the impact of any influential points on the correlation coefficient.

Measuring the dimensions of nano-circuits requires an expensive, high-resolution microscope with integrated video camera and a computer with sophisticated imaging software, but in this activity, students measure nano-circuits using a typical classroom computer and (the free-to-download) GeoGebra geometry software. Inserting (provided) circuit pictures from a high-resolution microscope as backgrounds in GeoGebra's graphing window, students use the application's tools to measure lengths and widths of circuit elements. To simplify the conversion from the on-screen units to the real circuits' units and the manipulation of the pictures, a GeoGebra measuring interface is provided. Students export their data from GeoGebra to Microsoft® Excel® for graphing and analysis. They test the statistical significance of the difference in circuit dimensions, as well as obtain a correlation between average changes in original vs. printed circuits' widths. This activity and its associated lesson are suitable for use during the last six weeks of the AP Statistics course; see the topics and timing note below for details.

In this lesson, students investigate whether other parts of the world are changing and getting hotter just like Colorado.

In the Ball Bounce task, teams of three students collect real-time ball bounce data for two minutes to organize, display and use to form predictions. After collecting and organizing their data, students first observe how the data behave. Then they make predictions using data, scatterplots, or the equation of the curve of best fit to solve a
practical problem. This task offers students collaborative experience in using mathematical models of linear functions.

Students will use images, U.S. Census Bureau data, and interactive maps to visualize and calculate arithmetic (population), agricultural, and physiological densities at local, regional, and national scales. They will also transfer their calculations to bar graphs.

This activity will show the sorting process using the Bubble Sort Brute Force algorithm that is used by a computer when sorting data without using a computer.

Students research two variables about the car model they intend to purchase. They use Desmos to compare these same variables across five different car models. Students use analysis of bivariate data in order to decide which car makes sense to buy. Students prepare and share a summary statement and include desmos screen shots in order to justify their purchase. This task offers students experiences in making predictions, using data, scatterplots, or the equation of the curve of best fit for decision-making in a practical problem.