Joe Peidle developed this class with Melissa Franklin to help expose advanced physics students to apparatuses that they may encounter in a real research lab. Students come into experimental lab sections to perform simple activities with the staff to learn how to use the apparatuses throughout the entire class.
This final lab project, contributed by the Cornell Center for Teaching Excellence, utilizes the techniques learned throughout the semester in the lab as well as the concepts learned in the lecture portion of the class. The project involves a person breaking into a building and leaving the exhumed body of the dead college founder and a threatening note in a classroom. Evidence such as fingerprints, hair, fibers, shoeprints and glass are left at the crime scene. Read more about Forensics Lab
This case study, contributed by the Cornell Center for Teaching Excellence, is intended to show that two enantiomers can have different effects on the body, and how the same drug can be used to treat different diseases or symptoms. It is also intended to help students begin to understand the process of FDA approval for drugs. This problem could be used in an organic chemistry class or in a class for non-science majors. Read more about Thalidomide: The pros and cons
This activity, contributed by the Cornell Center for Teaching Excellence, was created for a graduate communications class to provide students with the opportunity to practice concise description of their graduate research projects. Students go on "speed dates" to practice giving eloquent blurbs of their research. Read more about Speed Dating Elevator Talks
Created by Khoa Nguyen, Michal Brylinski, Benjamin Maas, Kristy Stensaas, Suniti Karunatillake, Achim Herrmann, and Wolfgang Kramer, this teachable unit aims to implicitly enable scientific modeling skills among the students. With developing a conceptual model from a set of observations as the underlying goal, variations in atmospheric oxygen content provides context.
With the knowledge of the motion of the sun, the ability to find solar declination online, and how time can be used to find longitude from previous lectures in class, students must make a device to measure the altitude of the sun using a straw, protractor, and string weighted down to make horizontal.
This activity was made by John Huth for his Primitive Navigation class, so his students will have practical experience working with primitive navigation tools through this experiment. This activity will help students understand navigational stars.
This is an in-section activity created by John Huth for his Primitive Navigation course where students walk small distances and use their analysis to learn small angle approximation, statistics, and prepares them for future assignments.
The primitive navigation final project will involve researching a topic that requires data gathering and analysis, along with research into the history associated with that topic. The final presentation will take the form of a video that will be posted online.
John Huth developed this activity for his SPU 26: Primitive Navigation class. The purpose of this assignment is to establish a baseline for their navigational skills. Students navigate Harvard campus to hold a course and estimate a traveled distance to see how successful they will be without any special training.
Pia Sörensen detailed out this month-long procedure for Science and Cooking students' final projects, which involve a report and a presentation on a food science related topic of a student groups' choice.
Pia Sörensen details how the Science of Cooking class conducts lab assignments through actual cooking experiences. For this example, she navigates through the Molten Chocolate Cake Lab/Heat Lab, but also attached three other examples for more resources. This experiment is supposed to help students understand the concepts of science and cooking in a practical setting by actually cooking or baking with the scientific tools and knowledge acquired through class.