Cutting Edge > Petrology > Teaching Activities > Schrinemaker Analysis - Problem #1: Analysis of an Invariant Point

Schreinemakers Analysis - Problem #1: Analysis of an Invariant Point (Py-Sp-En-Sil-Cd)

Dexter Perkins
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University of North Dakota
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This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

  • Scientific Accuracy
  • Alignment of Learning Goals, Activities, and Assessments
  • Pedagogic Effectiveness
  • Robustness (usability and dependability of all components)
  • Completeness of the ActivitySheet web page

For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.


This page first made public: Jan 21, 2008

Summary

This is a standard Schreinemakers problem: identifying the sequence of stable and metastable reactions around an invariant point.

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Context

Audience

I use this in my Petrology class as either an in-class exercise or as homework. It is NOT simple for some students and, so, may be best done in a group.

Skills and concepts that students must have mastered

They need to know the basic Schreinemakers process and logic.

How the activity is situated in the course

My petrology class is a studio class and so group activities and in-class work are key. This is one of many exercises the students do during the semester.

Goals

Content/concepts goals for this activity

The goal is to get them to (1) be able to do a Schreinemakers analysis, and (2) understand the significance of invariant points and stable/metastable equilibria.

Higher order thinking skills goals for this activity

Logic and visualizations are keys to the success of the exercise.

Other skills goals for this activity

Description of the activity/assignment

This is a standard Schreinemakers problem: identifying the sequence of stable and metastable reactions around an invariant point.

Determining whether students have met the goals

There is only one -- plus the enantiomorph -- correct solution, so evaluation is simple.

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