David McConnell

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Marine, Earth & Atmospheric Sciences
North Carolina State University at Raleigh

Materials Contributed through SERC-hosted Projects

Project Leader on this Project

Cutting Edge part of Cutting Edge
The On the Cutting Edge project helps geoscience faculty stay up-to-date with both geoscience research and teaching methods through workshops and websites which combine to provide professional development opportunities, resources, and opportunities for faculty to interact with colleagues around the world.

Activities (7)

ConcepTests part of Cutting Edge:Teaching Methods:ConcepTests
Developed by David McConnell, Department of Marine, Earth, and Atmospheric Sciences, North Carolina State University What are ConcepTests? ConcepTests are conceptual multiple-choice questions that focus on one key ...

Conceptest: Cooling rate of Igneous Rocks part of Cutting Edge:Teaching Methods:ConcepTests:Examples
What is the most likely cooling rate and composition of a light colored, small grained igneous rock? A. Cooled rapidly, low silica B. Cooled rapidly, high silica C. Cooled slowly, low silica D. Cooled slowly, high silica

Conceptest: Equator tilt part of Cutting Edge:Teaching Methods:ConcepTests:Examples
What would happen to the average temperature at the equator during our summer if the tilt angle of Earth's axis increased to 27 degrees? A. Temperatures would increase B. Temperatures would decrease C. Temperatures would stay the same

Conceptest: Ozone umbrella analogy part of Cutting Edge:Teaching Methods:ConcepTests:Examples
Which statement is the best analogy? A. An umbrella is to rain as the stratosphere is to solar radiation. B. An umbrella is to rain as the stratosphere is to ultraviolet radiation. C. An umbrella is to rain as the ozone layer is to solar radiation. D. An umbrella is to rain as the ozone layer is to ultraviolet radiation.

Conceptest: CFCs and ozone part of Cutting Edge:Teaching Methods:ConcepTests:Examples
Analyze the following student descriptions of the relationship between CFCs and ozone. Which is the best? a. CFCs are manufactured gases that destroy the ozone layer and produce oxygen. b. Chlorine forms from the disintegration of manufactured gases. The chlorine reacts with ozone molecules to form two gases that can not block incoming UV radiation. c. Oxygen molecules are broken down by UV radiation to free oxygen atoms that combine with chlorine monoxide to form new oxygen molecules and free chlorine. Chlorine helps break down CFCs with UV radiation. d. UV radiation breaks apart complex manufactured chlorofluorocarbons into its constituent atoms, including chlorine. Chlorine destroys ozone molecules as it cycles through a pair of reactions that produce free oxygen molecules.

Conceptest: Permeability and cone of depression part of Cutting Edge:Teaching Methods:ConcepTests:Examples
Two wells (A and B) are drilled into rocks that have the same porosity, but the rocks around well A have a higher permeability than these around well B. Suppose both wells are pumped at the same rate. Which statement is true? a. Well A will have a larger cone of depression. b. Well B will have a larger cone of depression. c. The cone of depression will be the same for both wells.

Physical Weathering Concept Map Exercise part of Cutting Edge:Student Learning: Observing and Assessing:Activities
Students review and score a concept map for physical weathering using a grading rubric. They are then asked to reorganize or redraw the diagram to a form that you believe is appropriate to earn the highest score on the rubric.

Teaching Method Module

ConcepTests part of Cutting Edge:Teaching Methods:ConcepTests
Developed by David McConnell, Department of Marine, Earth, and Atmospheric Sciences, North Carolina State University What are ConcepTests? ConcepTests are conceptual multiple-choice questions that focus on one key ...

Essay

David McConnell part of Cutting Edge:Affective Domain:Workshop 07:Workshop Participants
Department of Geology, University of Akron Homepage Essay 1: Office Hours I taught a large introductory earth science class in spring semester 2006. I encouraged any student who wished to improve their exam ...


Events and Communities

RTOP Observers: PI

Affective Domain 2007 Participants: Leader

Developing Civil Action Assessment Instruments 2008 Participants

Student Learning: Observing and Assessing 2005 Participants

Designing GIS and Remote Sensing Courses Participants: PI

Teaching Environmental Geology 2012: PI

Career Prep Workshop 2012: PI

Career Development March 2012 webinar: PI

Career Development Jan 2013 webinar (Jigsaws): PI

Career Development Feb 2013 webinar (Intro Geo Labs): PI

Career Development Mar 2013 webinar (Concept Sketches): PI

Career Development Apr 2013 webinar (ConcepTests): PI

Supporting Student Success in Geoscience at Two-year Colleges

2014 Teaching with Video Virtual Workshop Participants: Leader