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Quantitative Skills

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Two streams, two stories... How Humans Alter Floods and Streams part of Quantitative Skills:Activity Collection
Eric Baer, Highline Community College
An activity/lab where students determine the changes in 100-year flood determinations for 2 streams over time.

Estimating Exchange Rates of Water in Embayments using Simple Budget Equations. part of Quantitative Skills:Activity Collection
Keith Sverdrup, University of Wisconsin-Milwaukee
Simple budgets may be used to estimate the exchange of water in embayments that capitalize on the concept of steady state and conservation principals. This is especially true for bays that experience a significant exchange of freshwater. This exchange of freshwater may reduce the average salt concentration in the bay compared to seawater if it involves addition of freshwater from rivers, R, and/or precipitation, P. Alternatively, it may increase the average salt concentration in the bay compared to seawater if there is relatively little river input and high evaporation, E. Since freshwater input changes the salt concentration in the bay, and salt is a conservative material, it is possible to combine two steady state budgets for a bay, one for salt and one for water, to solve for the magnitude of the water flows that enter and exit the bay mouth. Students will make actual calculations for the inflow and outflow of water to Puget Sound, Washington and the Mediterranean Sea and compare them to actual measured values.

What is the Relationship between Lava Flow Length and Effusion Rate at Mt Etna? part of Pedagogy in Action:Partners:Spreadsheets Across the Curriculum:Physical Volcanology:Examples
chuck connor
SSAC Physical Volcanology module. Students use Excel to determine a log-log relationship for flow length vs effusion rate and compare it with a theoretical expression for the maximum flow length.

How Do We Estimate Magma Viscosity? part of Pedagogy in Action:Partners:Spreadsheets Across the Curriculum:Physical Volcanology:Examples
chuck connor
SSAC Physical Volcanology module. Students build a spreadsheet to examine how magma viscosity varies with temperature, fraction of crystals, and water content using the non-Arrhenian VFT model.

What is the Volume of the 1992 Eruption of Cerro Negro Volcano, Nicaragua? part of Pedagogy in Action:Partners:Spreadsheets Across the Curriculum:Physical Volcanology:Examples
chuck connor
SSAC Physical Volcanology module. Students build a spreadsheet to calculate the volume a tephra deposit using an exponential-thinning model.

Viscosity of the Mantle: Constraints from Post-glacial Rebound part of Quantitative Skills:Activity Collection
David Kohlstedt, University of Minnesota
This laboratory experiment emphasizes the exponential nature of post-glacial rebound and reinforces the relationship between the rate of rebound and the viscosity of the mantle.

Math Review part of Cutting Edge:Hydrogeology:Hydrogeology, Soils, Geochemistry 2013:Activities
Kallina Dunkle, Austin Peay State University
This is designed as an introductory lab for hydrogeology or other upper-level courses that are quantitative in nature in order to review key mathematical concepts that will be used throughout the semester.

Using Melting Ice to Teach Radiometric Dating part of Quantitative Skills:Activity Collection
Developed by Donald Wise, Franklin and Marshall College. Taken from Wise, 1990 . Related Links Radioactive Decay
Students are challenged to a Sherlock Holmes-style mystery in which they construct their own decay curves of melting ice to determine time-zero.

Shaking Ground - Linking Earthquake Magnitude and Intensity part of Spreadsheets Across the Curriculum:General Collection:Examples
Eric Baer, Highline Community College
An in-class activity for connecting earthquake magnitude, shaking, and intensity.

Deciviews from Look Rock, Great Smoky Mountains National Park: How Hazy is it? part of Pedagogy in Action:Partners:Spreadsheets Across the Curriculum:Geology of National Parks:Examples
Module by: Len Vacher (University of South Florida), Jim Renfro (Great Smoky Mountains National Park), and Susan Sachs (Great Smoky Mountains National Park) Cover Page by: Len Vacher and Amie Fishinger, University of South Florida
Spreadsheets Across the Curriculum/Geology of National Parks module. Students calculate the haze index and standard visual range from concentrations of particulate matter.

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