# Teaching Activities

These teaching activities have been designed with the aim of helping develop students' quantitative skills, literacy, or reasoning. To search by a specific discipline, use the 'Refine the Results' links on the right.

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Results 1 - 10 of **507 matches**

Investigating Earthquakes: GIS Mapping and Analysis (College Level)

Brian Welch

This is a college-level adaptation of a chapter from the Earth Exploration Toolbook. The students download global quake data over a time range and use GIS to interpret the tectonic context. -

Estimating Exchange Rates of Water in Embayments using Simple Budget Equations.

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.

Mid-level spreadsheeting and complex modeling of real-world scarp evolution

William Locke, Montana State University-Bozeman

This exercise is a second or familiarization exercise in spreadsheeting, but is also a mathematical model for slope evolution. It uses the concept of "erosivity" (generally, the relative ratio of driving and resisting forces) and slope angle to reshape an initial topography. Finally, it asks the students themselves to come up with a real-world situation worth modeling.

An Assessment of Hillslope Stability Using the Factor of Safety

Laura Moore, Oberlin College

In this homework assignment students are asked to consider the balance of forces on a hill slope using the Factor of Safety.

Exercise 8: Using LiDAR and GPS data to model the water table in ArcScene

Barb Tewksbury, Hamilton College

Barbara and David Tewksbury, Hamilton College Tutorial for using the new LiDAR tools (LAS dataset and LAS toolbar) in ArcGIS 10.1 (Acrobat (PDF) 13.8MB Nov6 13). Same LiDAR Tutorial as a Word doc (Microsoft Word ...

Using Excel to plot numerical and analytical forms of the diffusion equation

Anne Lightbody, UNH

This computer-based assignment forces students to compare and contrast integral and differential forms of the conservation of mass equation, as well as analytical and numerical approaches to solution. Students are ...

Northridge: A Case Study of an Urban Earthquake

Michael Mayhew, National Science Foundation;

Michael Mayhew and Michelle Hall, Science Education Solutions Summary The 1994 Northridge Earthquake Case Study explores the mystery of how such a major fault could have been missed within a tectonic basin that is ...

Comparing Carbon Calculators

Mark McCaffrey, National Center for Science Education

Carbon calculators, no matter how well intended as tools to help measure energy footprints, tend to be black boxes and can produce wildly different results, depending on the calculations used to weigh various ...

Accessing Streamflow Data via the Worldwide Web

John Pitlick, University of Colorado at Boulder

The objectives of this exercise are to (a) use the worldwide web to access hydrologic data, and (b) compare precipitation/runoff characteristics in different regions of the USA.

Roping Geologic Time

Randall Richardson, The University of Arizona

After having talked about the geologic time scale, I ask for two volunteers from the class to hold a rope that is 50 feet long. I say that one end is the beginning of the Earth (4.6 billion years ago), and the other is today. I then give out 16 clothes pins and ask various students to put a cloths pin on the 'time line' at various 'geologic events'. Throughout the activity I have a quiz going on where the students calculate percentages of Earth History for major geologic events, and compare it to their own ages. On their time scale, the dinosaurs died only about two 'months' ago! The exercise is very effective at letting them get a sense of how long geologic time is, and how 'recently' some major geologic events happened when you consider a time scale that is the age of the earth.