Central Lakes College-Brainerd
Comparison of Two Hurricanes part of Integrate:Workshops:Teaching about Risk and Resilience:Activities
In this classroom activity, students incorporate learning form lecture, reading, video programs to reflect on the similarities and differences between hurricanes Katrina 2005 and Sandy 2013 in terms of how the storms developed and became dangerous, and how the disaster, mitigation, and response, differed in the two places and two events. Students submit a written reflection for grading.
Global Atmospheric Circulation and the Indian Monsoon part of Cutting Edge:Oceanography:Activities
In this project students learn through lecture, video, and sketching about the Coriolis effect, the "Six-Cell Generalized Global Atmospheric Circulation Model", the shifting ITCZ, the Indian Monsoon, and its impact on the day-to-day lives of the people of India. The outcomes for this assignment are aligned with course-specific outcomes articulated in the Minnesota Transfer Curriculum. They are: Discuss/compare characteristics of diverse cultures and environments in the context of ocean science. Explain the basic structure and function of the ocean realm, the impact of humans on it, and the impact of the ocean realm on humans.
Diversity of Marine Life part of Cutting Edge:Oceanography:Activities
In this project, students perform library research on an assigned marine animal, create a formatted poster of their topic, and share with their classmates what they've learned in a poster session, conducted in the way of poster sessions at science conferences. Afterward, students complete a written assignment where they are asked to reflect on their experience as a participant in a community of science students, their focused learning on their own marine animal, their larger learning about the diversity of marine life from their poster session participation, and what it implies about the intrinsic value of the ocean realm, and the need for conservation. The outcomes for this assignment are aligned with course-specific outcomes articulated in the Minnesota Transfer Curriculum. They are: Synthesize central concepts from assigned readings of scientific literature in written assignments. Discuss/compare characteristics of diverse environments in the context of ocean science. Interpret data generated by oceanographic techniques, and present written and oral summaries of their findings. Explain the basic structure and function of the ocean realm, the impact of humans on it, and the impact of the ocean realm on humans.
Stabilization Wedges Game part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
In this lab activity, students learn about carbon stabilization. The Stabilization Wedges Game, developed by the Carbon Mitigation Initiative at Princeton is a way for participants to, in an interactive way, come to an understanding about the myriad factors that drive social and political decisions on how this can be done (and why it is so slow in coming).
Marine Noise Pollution Silent Socratic Dialogue part of Geoscience in Two-year Colleges:Activities
In this Oceanography activity, students learn about the history of marine noise pollution and its effects on marine life, particularly cetaceans. They begin with a lesson on how it began and how it affects whales (inhibits communication), and conclude with assigned readings about the US Navy's use of Low Frequency - Long Range Sonar. The activity culminates with a paired debate using the Silent Socratic Dialogue method.
How to use the HR diagram part of Process of Science:Examples
In this astronomy activity students plot data on the Hertsprung-Russel diagram, the standard graphical method of comparing stars. After plotting the data they make conclusions about nature of the category to which the star belongs, thier relative ages, and the life-cycle stage each star is in.
Astronomy part of Process of Science:Courses
Introductory level astronomy. The course focuses not only the science of astronomy but also on how astronomers learn about the night sky. Students spend considerable time with data, both raw (which in astronomy is mostly images) and interpreted in graphs.
New York City and Hurricane Sandy's Storm Surge part of Integrate:Workshops:Teaching about Risk and Resilience:Real-World Examples
David W. Kobilka, Geoscience, Central Lakes College-Brainerd Summary Much has been written about how Hurricane Sandy's storm surge made landfall at high tide. Certainly everyone has an intuitive sense for ...
Geoscience is by its nature interdisciplinary part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Essays
David Kobilka, Earth Science, Central Lakes College-Brainerd Geoscience classes, especially those with an environmental component, are by nature interdisciplinary. For example, introductory Oceanography involves ...