These teaching activities have been contributed by participants in Cutting Edge workshops and related to the themes of this workshop - hydrogeology, soils, low-temperature geochemistry, biogeochemistry, and upper-division environmental science. You may also access the full listing of Teaching Activities on the Cutting Edge website.Help
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CCD & Calcareous Ooze Assignment part of Cutting Edge:Courses:Oceanography:Activities
Cindy Lampe, Ventura College
The assignment pre-tests student understanding of the CCD, lysocline, calcareous ooze, and the deposition of marine sediments near mid-ocean ridges and ocean basins.
Learn more about this review process.
Geologic Time Calculations part of Quantitative Skills:Activity Collection
Francisco San Juan, Elizabeth City State University
Radiometric age determination using parent/daughter composition and a radiometric decay curve.
Arsenic on Main St., Unity ME part of Cutting Edge:Service Learning:Activities
Lois Ongley, Unity College
The ultimate plan is organizing a "Water Quality Fair" for residents of the Unity, ME area (rural farming region). Conceptually, students would analyze water samples brought into the community center ...
Interactive Model Problem Set part of Cutting Edge:Complex Systems:Teaching Activities
Noelle Selin, Massachusetts Institute of Technology
This is a problem set for the course Modeling and Assessment for Policy (graduate course at MIT). It is designed to enable students to use interactive models and reflect on their use in a policy context. It relates ...
Periodic Table of the Elements Activity part of Cutting Edge:Courses:Geochemistry:Activities
Laura Wetzel, Eckerd College
Students work in groups to create the Periodic Table of the Elements in class using cards that they completed as homework. This is meant as a review of the Periodic Table and a direct illustration of how Dmitri ...
Something is Askew at Mammoth Cave National Park part of Pedagogy in Action:Partners:Spreadsheets Across the Curriculum:Geology of National Parks:Examples
Module by: Amie O. West, University of South Florida Cover Page by: Amie O. West, University of South Florida
Spreadsheets Across the Curriculum/Geology of National Parks module. Students use the geometric mean and multiplicative standard deviation to examine the right-skewed distribution of nutrient concentrations in water-quality data at Mammoth Cave National Park.
Bottled Versus Tap Water: What You Drink and Why part of Curriculum for the Bioregion:Activities
Marie Villarba, Seattle Central Community College
In the activity students learn about the properties of solutions, acidity and pH, electrolytes versus non-electrolytes, and solution concentration. Hopefully, this activity will also dispel common misconceptions about tap water and bottled beverages.
Incorporating a Service Learning Project in Upper Division Environmental Chemistry Course â Partnership with a Local Middle School part of Curriculum for the Bioregion:Activities
Joyce Dinglasan-Panlilio; Donna Chang
Swimming Upstream: Relating Trapped Energy in Organic Hydrogenations to Use of Reduced Hydrocarbons as Energy Sources part of Curriculum for the Bioregion:Activities
Shane E. Hendrickson, Wenatchee Valley College
An activity designed to inform the student of the potential and pitfalls of storing energy by the generation of reduced organic molecules, particularly as pertains to the generation of ethanol from molecules of a greater oxidation state and the ultimate fate of oxidized carbon when the energy potential is realized. As a part of a discussion of sustainability issues, the activity will be part of a discussion of global energy generation and use and couched in a form similar to the US energy flow trends.
The Sustainability Triangle: How Do We Apply Science to Decision Making? part of Curriculum for the Bioregion:Activities
Brian Naasz, Pacific Lutheran University
This writing assignment uses the "Sustainable Development Triangle" as a framework to critically evaluate an environmental issue of the student's choice. This learning activity provides an opportunity for an introductory chemistry student to use the sustainability's "Triple Bottom Line" as a tool to use material learned in the classroom to look at how environmental science helps inform economic and social/cultural factors in the development of sustainable solutions to our environmental challenges.