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Results 71 - 80 of 370 matches
Evaluating the lines of evidence for plate tectonics part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Becca Walker, Mt San Antonio College
In this in-class exercise, students compare several lines of evidence that support the ideas of continental drift and plate tectonics. Before the class meeting, each student is given a preparation assignment in which he/she studies one "continental drift" and one "ocean floor data" map. In class, students divide into teams of 3, with each team member having prepared different specialties. They discuss their respective maps and look for spatial patterns among the data.
Think-Aloud Modeling of Geologic Reasoning in the Field part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Steve Reynolds, Arizona State University - Downtown Phoenix
This activity involves explicitly sharing with students all the thoughts that occur to the instructor, as they occur, at a geologic field site. Assessment can be conducted with concept sketches.
Sea Floor Magnetism part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Kyle Gray, University of Northern Iowa
Students use compasses and bar magnets to simulate the collection of sea floor magnetic polarity data. Even though the students do not directly observe the magnets, they use the information to infer tectonic processes present at the mid-ocean ridges and calculate the spreading rates for two different ridges.
Transport of heavy metals in the Clark Fork River part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Kathleen Harper, University of Montana-Missoula, The
This is an activity about transport of sediment contaminated by copper, arsenic, and other heavy metals that was deposited into the Clark Fork River channel as the result of historical mining activity. The Clark Fork River between Butte and Milltown, Montana has been the focus of several large superfund projects designed to address the impacts of this legacy of mining in the watershed. This activity is used in an introductory physical geology lab (primarily non-majors) with students who may have limited experience working with quantitative analysis and analyzing graphs.
The Ecological Footprint Dilemma part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Bruno Borsari, Winona State University
How big is your ecological footprint? This case will assist students in quantifying this construct and allow them to reflect on life styles and alternative approaches that can help them reduce their ecological impacts.
Exploring Earth Systems Science: The Interactive GLOBE Earth System Poster part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Amy Ellwein, Rocky Mountain Biological Laboratory
Stabilization Wedges Game part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
David Kobilka, Central Lakes College-Brainerd
Learning about complexities carbon stabilization firsthand with the Princeton University Carbon Mitigation Initiave's Sabilization Wedges Game
Article Review part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Lisa Harrington, Kansas State University
Students are given a choice of sources from which to choose an article relevant to the course (Sustainability Science) for review, including connection to other course content. Integration of article content with other course materials is an important component.
Sustainability Buffet -- What's in a Definition? part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Laura Webb, University of Vermont and State Agricultural College
This is an introductory activity to generate student discussion and provoke thought on the definition of sustainability.
Financial Incentives of Open Access Resource Overuse part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Chris McIntosh, University of Minnesota-Duluth
In this activiy when property rights are absent participants have financial incentive to take what they can get immediatly as opposed to waiting until the resource is more valuable. Adding strong property rights provides the proper finanacial incentives for students to wait to extract the resource when it is most valuable.