The Arizona Professional Skills Standards:Complex CommunicationCollaborationThinking and InnovationProfessionalismInitiative and DirectionIntergenerational & Cross-Cultural CompetenceOrganizational CultureLegal & Ethical PracticesFinancial Practices

This Instructor’s Guide contains the brief outlines of Chapters 12-21 as found in Concepts of Biology, though some underwent revision. Also, instructors will find detailed outlines of the text for use in lecturing, as well as structured outlines that may be used by students to take notes while reading the chapter or during lecture. All outlines are derived from the OpenStax text. Additionally, study guides that contain a variety of questions are provided for students.

OpenStax business education resources are specifically designed to appeal to all levels of business interest, exposing students to the core concepts of business in familiar ways to build a strong foundation that can be applied across business fields. Thoughtfully designed examples are presented throughout each chapter, allowing students to build on emerging knowledge. Concepts are further reinforced through applicable connections to more detailed processes. Students are immersed in the "why" as well as the "how" aspects in order to reinforce concepts and promote comprehension over rote memorization.

This is a guide for students to use as they provide feedback to their peers on a piece of writing. The activity was done in groups of 3.

This unit uses the slinky seismometer as a means of studying physics concepts such as waves, sound and the speed of sound vs speed of light, resonance, electricity and magnetism, Lenz Law and magnetic dampening (backwards engineering). Students experiment with the basic parts of the seismometer and either build or connect the seismometer to the internet to take and upload data.

In this project, students will use knowledge of electricity and electromagnetism to collaboratively design and test a model of a magnetic recycling sorter. They will evaluate the performance of their models and propose further modifications based on the output of their magnetic device measured in mT using a Vernier probe. They will also physically test their magnets on a model of a conveyor belt containing recyclable items. Students will track their data from both tests, with the ultimate goal of creating the strongest and most effective magnet with given materials. Finally, students will present their findings and proposed final design to peers and community partners involved in the recycling industry. The entire process takes about 6 weeks. The unit is a great fit for standards within energy and engineering & design.

This editable resource is a 1-page handout explaining the six different Creative Commons licenses, their symbols, full names, and what users may, must, and must not do according to the terms of the licenses. This resource does not replace Creative Commons legal or human-readable license versions.